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

• Author: Reimers, Fernando M.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2020.; ©2020.
• Year of Publication: 2020
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (256 pages)

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.