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The version of the principles below was an attempt to conceptualise theprinciples in a way that made them applicable to all sectors. Three changesare fundamental.First, the phrase teaching and learning was replaced by pedagogy

because teachers and teaching, as such, were less evident in post-compulsory settings. Some people argue that pedagogy, by definition, hasapplication only to the learning of children. But learning processes, asdistinct from learning contexts, do not fundamentally change as childrenbecome adults, so we retained pedagogy. The term pedagogy also hadthe advantage of highlighting the contingent nature of effective teaching i.e.the interventions of teachers or trainers were most effective when theywere planned in response to how learners learn.

Secondly, we attempted to broaden the conception of what is to be learned,

beyond the notions of curricula and subjects associated with schools.Thirdly, we gave more prominence to the importance of learningrelationships which are crucial in all sectors or phases of education andformal or informal learning.

1. Effective pedagogy equips learners for life in its broadestsense. Learning should aim to help individuals and groups to develop theintellectual, personal and social resources that will enable them toparticipate as active citizens, contribute to economic development andflourish as individuals in a diverse and changing society. This means

adopting a broad conception of worthwhile learning outcomes and takingseriously issues of equity and social justice for all.

2. Effective pedagogy engages with valued forms ofknowledge.Pedagogy should engage learners with the big ideas, keyskills and processes, modes of discourse, ways of thinking and practising,attitudes and relationships, which are the most valued learning processesand outcomes in particular contexts. They need to understand whatconstitutes quality, standards and expertise in different settings.

3. Effective pedagogy recognises the importance of prior experienceand learning. Pedagogy should take account of what the learner knowsalready in order for them, and those who support their learning, to plan theirnext steps. This includes building on prior learning but also taking accountof the personal and cultural experiences of different groups oflearners.(back to top)

4.Effective pedagogy requires learning to be scaffolded.Teachers,trainers and all those, including peers, who support the learning of others,

should provide activities, cultures and structures of intellectual, social and

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emotional support to help learners to move forward in their learning. Whenthese supports are removed the learning needs to be secure.(back to top)

5. Effective pedagogy needs assessment to be congruent withlearning.Assessment should be designed and implemented with the goalof achieving maximum validity both in terms of learning outcomes andlearning processes. It should help to advance learning as well as determinewhether learning has occurred.(back to top)

6. Effective pedagogy promotes the active engagement of thelearner.A chief goal of learning should be the promotion of learnersindependence and autonomy. This involves acquiring a repertoire oflearning strategies and practices, developing positive learning dispositions,and having the will and confidence to become agents in their own

learning.(back to top)

7. Effective pedagogy fosters both individual and social processesand outcomes. Learners should be encouraged and helped to buildrelationships and communication with others for learning purposes, in orderto assist the mutual construction of knowledge and enhance theachievements of individuals and groups. Consulting learners about theirlearning and giving them a voice is both an expectation and a right.(backto top)

8. Effective pedagogy recognises the significance of informallearning. Informal learning, such as learning out of school or away from theworkplace, should be recognised as at least as significant as formallearning and should therefore be valued and appropriately utilised in formalprocesses.(back to top)

9.Effective pedagogy depends on the learning of all those whosupport the learning of others.The need for lecturers, teachers, trainersand co-workers to learn continuously in order to develop their knowledgeand skill, and adapt and develop their roles, especially through practice-based inquiry, should be recognised and supported.(back to top)

10. Effective pedagogy demands consistent policy frameworks withsupport for learning as their primary focus.Organisational and systemlevel policies need to recognise the fundamental importance of continuallearning - for individual, team, organisational and system success - and bedesigned to create effective learning environments for all learners.(back totop)

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