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The paper analyzes how nine senior secondary students in South Wales defined what they wanted to learn, explored approaches for subject learning, and shared outcomes with students in Australia and—partly—in Bangladesh.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-2040-curricular-pedagogic-structural-and-other-implications-of-letting-the-learners-lead/603105/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-2040-curricular-pedagogic-structural-and-other-implications-of-letting-the-learners-lead/603105.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central educational idea explored in the paper?","Question",{"text":112,"@type":113},"The paper examines “letting the learners lead,” especially from secondary onwards, so learners help identify curriculum content. It discusses how this pedagogical innovation could work in practice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learners involved in the study?",{"text":117,"@type":113},"Nine senior secondary students in South Wales decided what they would like to learn in the coming academic year. Their agreed set of subjects and learning approaches were then discussed and supported with other student groups in Australia and partially in Bangladesh.",{"name":119,"@type":110,"acceptedAnswer":120},"What tentative implications does the paper draw about assessment and curriculum design?",{"text":121,"@type":113},"The paper suggests that university entrance requirements often target selection rather than pre-tertiary knowledge coverage, and that if competitive elements such as grade allocation were eliminated, learners shaping curricula could become feasible. It also outlines roles for online research, discussions with experts, and teachers’ restructured coordination and encouragement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603105,1792210663,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EDUCATION 2040: CURRICULAR, PEDAGOGIC, STRUCTURAL AND OTHER IMPLICATIONS OF LETTING THE LEARNERS LEAD  \nMIKE DOUSE  \nFreelance International Educational Advisor, UK  \nPHILIP UYS  \nFreelance International Educational Advisor, Australia  \nABSTRACT  \nContemporary technology, along with the tangible/virtual duality of present-day learner consciousness, are, in the authors’ opinion, necessitating and enabling a fundamental educational transformation. A central feature of this development will be ‘letting the learners lead’, including (from secondary onwards) their identification of the content of their curriculum. This paper considershow this pedagogical innovation might operate in practice.  \nNine United Kingdom (specifically South Wales) senior secondary students were invited to decide what they would “like to learn in the coming academic year”. The group then explored how their agreed set of subjects (including, for instance, Sign Language; History of Coal Mining in My Locality; Mental Health and Me; Being Ready for the Next Pandemic; Pantomime…) might best be learned. These approaches and findings were shared with, understood by, and generally supported by a group of upper secondary school students in Australia and, to a lesser extent, by another group in Bangladesh. Dialogue with a small number of professors and other United Kingdom professionals also took place.  \nThe tentative conclusions and implications are that (a) university entrance requirements are predominantly aimed at studentselection rather than at covering necessary pre-tertiary knowledge;(b) if, somehow, the competitive element – including the allocation of grades – could be eliminated, then giving learners the opportunity to shape their curricula becomes feasible; (c) letting the learners lead is seen (by a sample of them) as realistic and (with some reservations) desirable; (d) much of this learning would involve on-line research through the confident utilisation offamiliar devices and systems ([i.e. how](i.e. how) ‘non-school’ information is now acquired); (e) there would also be on-line and face-to-face discussions with experts and practitioners; (f) teachers, with radically restructured roles, could offer valuable coordination and encouragement; and (g) the school as‘place’(as opposed to ‘process’) may wither away as the transformation proceeds. The authors are keen that their provisional findings should be tested by educational planners and researchers in other educational situations across the world.  \nINTRODUCTION  \nMade necessary and feasible by information and communications technology, reflecting the duality (tangible and virtual) of contemporary consciousness, and exacerbated by COVID, education is beginning to undergo a fundamental transformation (Douse & Uys, 2020a) . This revolution is epitomised by the notion of‘letting the learners lead’(Douse, 2021), from the secondary stage onwards, with significant implications for curriculum (Douse & Uys, 2018a), digital age consciousness and online learning (Douse & Uys, 2019a), pedagogy (Douse & Uys, 2018b), the  \nEducational Planning | Summer 2023 9 Vol. 30, No. 3  \nteacher (Douse, 2022), educational technology (Uys & Douse, 2022), educational planning (Douse & Uys, 2020b), educational psychology (Douse & Uys, 2018c), education and equity (Douse & Uys, 2019b), and other aspects and components of evolving education worldwide.  \nThis study’s purpose is to explore what form those implications – notably that of letting the learners lead – might take. It is based upon our encouraging a group of senior secondary age learners to discuss what they might choose to learn, were the opportunity for them to make such decisions available. Would these young people wish and be able to break away from current perspectivesand agree upon alternative curriculum content? Would this have ‘face validity’ or would it appear unworkably radical and who would be entitled to judge? What would other senior secondary learners far beyon","cbCaihyg0u6RppvJ","https://ap.wps.com/l/cbCaihyg0u6RppvJ","pdf",156587,12,"English","# Introduction\n## Study purpose and research questions\n# Background\n## Historical learner-control models (Dalton Plan)\n## Recent learner-driven curriculum initiatives","[{\"question\":\"What is the central educational idea explored in the paper?\",\"answer\":\"The paper examines “letting the learners lead,” especially from secondary onwards, so learners help identify curriculum content. It discusses how this pedagogical innovation could work in practice.\"},{\"question\":\"How were learners involved in the study?\",\"answer\":\"Nine senior secondary students in South Wales decided what they would like to learn in the coming academic year. Their agreed set of subjects and learning approaches were then discussed and supported with other student groups in Australia and partially in Bangladesh.\"},{\"question\":\"What tentative implications does the paper draw about assessment and curriculum design?\",\"answer\":\"The paper suggests that university entrance requirements often target selection rather than pre-tertiary knowledge coverage, and that if competitive elements such as grade allocation were eliminated, learners shaping curricula could become feasible. It also outlines roles for online research, discussions with experts, and teachers’ restructured coordination and encouragement.\"}]","EDUCATION 2040 - CURRICULAR, PEDAGOGIC, STRUCTURAL AND OTHER IMPLICATIONS OF LETTING THE LEARNERS LEAD | PDF",1792095720]