- The OECD 2030 Initiative has evolved effectively to truly reflect the broad range of educational opportunities that should be available in a holistic, whole child education approach. Equity, health and social development are included in several of the summaries emerging from Phase One of the initiative.
- The term “well-being” is used as an over-arching concept for the different elements of the Learning Compass, but the use of the term is very broad, going beyond the use of the term in health promotion and welfare. The term “quality of life” might be a better understanding of how the term is used
- The documents make the linkages among knowledge, skills and attitudes/values explicit and essential.
- The description of student competencies goes beyond the 2005 OECD documents (using information/tools, ability to engage with others, personal responsibility) to include transformative competencies (creating new value, reconciling tensions/dilemmas, acting autonomously) that lead to student agency. Various national and global over-arching and cross-curricular frameworks are discussed. To better promote and integrate health, personal and social development education within these frameworks, advocates will need to better define the essential, generic skills, knowledge and attitudes/values and how they fit within these over-arching frameworks that cover all subjects.
- Health, both physical and mental, as well as social and emotional learning and morals/ethics are among the foundations described as essential for developing student competencies and agency. These HPSD concepts are described as being at par with literacy and numeracy.