@article{oai:teapot.lib.ocha.ac.jp:02003522,
 author = {小坂田, 摩由 and OSAKADA, Mayu},
 journal = {人間文化創成科学論叢, Journal of the Graduate School of Humanities and Sciences},
 month = {Mar},
 note = {As the OECD moved forward with its education project from DeSeCo to Education 2030 and sought to redefine Key Competencies, the concepts of Learning Compass and Agency were born. How did the OECD’s thinking change when this new concept was created? This study will clarify this change through an analysis of the practices of the OECD Tohoku School and the educational philosophy of the Reggio Emilia Approach, which became the goal of the OECD Tohoku School.
 The OECD Tohoku School, which was originally supposed to be a place to utilize Key Competencies, created its own evaluation indicators. From the Reggio Emilia Approach, the OECD Tohoku School inherited the most important idea of “Crossing Borders”. It is a concept that places learning at the center of relationships between people who interact with each other with independence. The OECD also appreciates this concept. Inspired by this, the OECD is shifting its focus in Education 2030 from Key Competencies, which emphasize individual abilities, to the concept of Agency, which emphasizes relationships among people.},
 pages = {61--72},
 title = {キー・コンピテンシーからエージェンシーへ
―OECDの教育政策の変化におけるOECD東北スクールの実践から見えるもの―},
 volume = {25},
 year = {2023}
}