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Audacious Education Purposes : How Governments Transform the Goals of Education Systems.

Bibliographic Details
Main Author: Reimers, Fernando M.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Audacious Education Purposes
  • Contents
  • About the Contributors
  • Chapter 1: Thinking Multidimensionally About Ambitious Educational Change
  • 1.1 Introduction
  • 1.2 What Does Teaching Look Like in These Countries and Is It Changing as These Reforms Are Implemented?
  • 1.3 A Multidimensional View of Educational Change
  • 1.3.1 A Cultural Perspective on Educational Change
  • 1.3.2 A Psychological Perspective on Educational Change
  • 1.3.3 A Professional Perspective on Educational Change
  • 1.3.4 An Institutional Perspective on Educational Change
  • 1.3.5 A Political Perspective on Educational Change
  • 1.4 Developing a Reform Strategy and a Sequence
  • References
  • Chapter 2: Curriculum Reform in Brazil to Develop Skills for the Twenty-First Century
  • 2.1 Introduction
  • 2.2 Context
  • 2.3 The Writing Process
  • 2.4 The BNCC and State and City Curricula
  • 2.5 The BNCC and Classroom Materials
  • 2.6 The BNCC and Teacher Training
  • 2.7 The BNCC and National Student Evaluations
  • 2.8 The BNCC and Twenty-First Century Skills
  • References
  • Chapter 3: Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the Twenty-First Century
  • 3.1 Introduction
  • 3.2 Curriculum Reform in Basic Education: Aiming to Support the Development of Competences for the Twenty-First Century
  • 3.3 Teacher Education Reform: Aiming to Support the Development of Skills for the Twenty-First Century
  • 3.4 Discussion
  • References
  • Chapter 4: Japanese Education Reform Towards Twenty-First Century Education
  • 4.1 Overview
  • 4.2 Structure of the Chapter
  • 4.3 Background of the Reforms
  • 4.3.1 Ad Hoc Council on Education
  • 4.3.2 Issues in Japanese Society
  • 4.3.3 Issues with Japan's Education System
  • 4.3.4 Recent Issues in Japan
  • 4.4 Curriculum Reforms
  • 4.4.1 Reforms in the 1990s
  • 4.4.2 Reforms in the 2000s.
  • 4.4.3 Reforms in the 2010s
  • 4.4.4 Reforms in the 2020s
  • 4.4.5 Curriculum Reforms and Assessment
  • 4.5 The National Assessment of Academic Ability and Decentralization
  • 4.6 Reforms in University Entrance Examinations
  • 4.7 Decentralization of Education and Maintenance of Education Standards
  • 4.8 Education Reform in Japan Now and the Future
  • References
  • Chapter 5: Education Truly Matters: Key Lessons from Mexico's Educational Reform for Educating the Whole Child
  • 5.1 Introduction
  • 5.2 The Context at the Outset of the Reform
  • 5.2.1 The Structure and Governance of the Education System
  • 5.2.2 Mexico's National and International Education Outcomes
  • 5.2.3 Teachers' Working Conditions: An Appraisal from TALIS
  • 5.2.4 Universal Coverage of Services and the Extension of Compulsory Education
  • 5.3 Key Dimensions of the Mexican Reform
  • 5.3.1 A Performance-Based Reform
  • 5.3.2 First Dimension: Develop a New Curriculum
  • 5.3.3 Second Dimension: Place Schools at the Center of the System
  • 5.3.4 Third Dimension: Reorganize Teachers' Professional Careers
  • 5.3.5 Fourth Dimension: Grant Equity and Inclusion
  • 5.3.6 Fifth Dimension: Build a New Governance Structure of the Education System
  • 5.4 Developing Twenty First Century Skills
  • 5.4.1 Mexico's Twenty First Century Education Goals
  • 5.4.2 The New National Curriculum (PreK-9)
  • 5.4.2.1 Academic Knowledge
  • 5.4.2.2 Social and Personal Development
  • 5.4.3 Curricular Autonomy
  • 5.4.4 Pedagogical Principles of the Curriculum
  • 5.5 Implementing the Curricular Reform
  • 5.5.1 Route for the Implementation of NME
  • 5.5.2 Stages of Implementation
  • 5.6 The Politics of the Reform
  • 5.6.1 Political Pact and Legal Reforms
  • 5.6.2 Public Consultations
  • 5.6.3 Reform Support and Resistance to Change
  • 5.7 Assessing the Execution of Reform Policies.
  • 5.7.1 OCDE's General Appraisal of Mexico's Educational Reform
  • 5.7.2 Piloting Curricular Autonomy
  • 5.7.3 Local Authorities' Strategies to Improve Learning Outcomes and Curb Inequality
  • 5.7.4 The Impact of Longer School-Hours on Learning
  • 5.8 The Challenges Ahead
  • References
  • Chapter 6: Peru: A Wholesale Reform Fueled by an Obsession with Learning and Equity
  • 6.1 Introduction
  • 6.2 Increasing the Social Value of the Teaching Career
  • 6.2.1 Attracting and Selecting the Best Candidates into the Teaching Profession
  • 6.2.2 Rewarding Teacher's Performance and Effort
  • 6.2.3 Teacher's Professional Development
  • 6.3 Improving the Quality of Learning for all
  • 6.3.1 Curriculum Update
  • 6.3.2 Pedagogical Support to Primary Schools
  • 6.3.3 Full Day Secondary School (Jornada Escolar Completa, JEC)
  • 6.3.4 Initiatives to Provide each Student with the Service That She or He Requires
  • 6.3.5 Expansion of Early Childhood Education Services
  • 6.3.6 Institutional Arrangements for Quality in Higher Education
  • 6.3.7 National Program of Scholarships and Educational Credit
  • 6.4 Effective Management of the School System
  • 6.5 Closing the Education Infrastructure Gap
  • 6.6 Financing
  • 6.7 Results in Student Learning
  • 6.8 Pending Challenges
  • References
  • Chapter 7: Reforming Education in Poland
  • 7.1 Introduction
  • 7.2 The 1999 Education Reform
  • 7.2.1 Social &amp
  • Political Context of the 1999 Education Reform
  • 7.3 Changes in the School System in the Wake of the Education Reform (1999)
  • 7.3.1 Changes in the School Structure
  • 7.3.2 Curriculum Reform
  • 7.3.3 Promotion and Training for the Reform
  • 7.3.4 Textbooks
  • 7.3.5 Assessment
  • 7.3.6 Management, Financing, &amp
  • Quality Assurance
  • 7.3.7 Teachers
  • 7.4 Reform Implementation and its Consequences
  • 7.5 Reform Follow-Up
  • 7.5.1 Modernization of Teaching Curricula.
  • 7.5.2 Lowering School Starting Age
  • 7.5.3 Changes After 2015 - Reversal of Reforms
  • 7.6 Summary
  • Chapter 8: Curriculum and Educational Reforms in Portugal: An Analysis on Why and How Students' Knowledge and Skills Improved
  • 8.1 Introduction
  • 8.2 From 2001 to 2010: Pragmatic Times Yield Pragmatic Reforms
  • 8.3 From 2011 to 2015: A Deliberate Effort to Strengthen the Curriculum and Attain Demanding Curricular Goals
  • 8.3.1 A Demanding and Well-Structured Curriculum
  • 8.3.1.1 Knowledge Comes First
  • 8.3.1.2 To Prioritize Basic Knowledge
  • 8.3.1.3 Teaching Resources Aligned with the Curriculum: Textbook Quality
  • 8.3.2 Frequent and Reliable Assessment
  • 8.3.3 A Plan for School Dropout Reduction and Success Promotion
  • 8.3.4 School Incentives and School Autonomy
  • 8.3.4.1 Incentives to Schools Tied to Students' Improvement
  • 8.3.4.2 School Autonomy
  • 8.3.5 Parallel Offers and Vocational Tracks
  • 8.4 A Curriculum for the Twenty-First Century
  • 8.4.1 Providing High-Quality Education for All
  • 8.4.2 To Promote Equal Opportunities Through a Demanding Education
  • 8.4.3 To Focus on Permanent and Central Education Pillars
  • 8.4.4 To Adapt Vocational Training to Country's Future Needs
  • 8.4.5 To Increase Curricular Flexibility and Modernity a Par with a Focus on Central Subjects
  • 8.4.6 To Increase Self-Regulation of the Educational System Through External Evaluation
  • 8.4.7 To Provide Incentives to Apply Modern Science Consensus
  • 8.4.8 Preparing Teachers, Preparing the Future
  • 8.5 Conclusion
  • References
  • Chapter 9: From the "Best-in-the World" Soviet School to a Modern Globally Competitive School System
  • 9.1 Introduction: Quarter Century of Major Transformations
  • 9.2 Post-Socialist Education System as the Result of Path Dependence, Modernization and Global Integration
  • 9.2.1 Soviet Legacy.
  • 9.2.2 Early Post-Soviet Period: Innovation and Adaptation
  • 9.3 Return of the State to Policy Development and Implementation
  • 9.4 Reform and New Understanding of Learning Outcomes
  • 9.5 Reform Implementation
  • 9.6 Reform Politics and Main Results
  • References.

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