ABSTRACT
A host of national governments and education boards have issued new national curricula or have begun new rounds of curriculum reform. Education experts and researchers have published volumes, articles, mission statements and research papers in which the strong need for educational innovation is advocated. Many of the innovative practices that are proposed involve project-based, inductive, learner-centred types of education that progressive pedagogues have been advocating for ages, but which empirical research shows are less effective than direct instruction and teacher-led instruction. Both on a national and international scale, many education systems are working well for many students. Some education systems do not even work well for most students, which is why a number of education experts overtly speak of a “crisis in education”. Empirical evidence indicates that the quality of education must be raised to allow all students optimal opportunities to be successful at school and learn the things that are likely to matter in their lives.
