Secondary Curriculum in the Time of Digitisation

This pape r explores the consequences for the secondary curriculum of education’s forthcoming and fundamental transformation into the Digital Age. Piecemeal ICT “add-ons”, once seen as innovative and ingenious, have become dysfunctional distractions, no matter how powerful the research and marketing behind them. T he requirement from now onwards is for a creative, comprehensive (and conceivably cosmopolitan) learner-driven secondary curriculum, determined, owned and enjoyed by the students and conveyed by their teachers. A s the Global School—the universal lifelong educational experience—eventuates, the substance, practice and consequences of education can and should become much more equitable, ethical and enjoyable (and far less competitive, test-oriented and world-of-work-dominated). The justifications for specific post-primary “Computer Studies” programmes evaporate once all subjects are digitally-embracing. These and other implications of this ground-breaking “Education based upon Digitisation” reality are investigated, focussing upon the secondary phase.