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.