Education to Build Back Better : : What Can We Learn from Education Reform for a Post-Pandemic World.

Education to Build Back Better : : What Can We Learn from Education Reform for a Post-Pandemic World.

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Bibliographic Details
:
Reimers, Fernando M.
TeilnehmendeR:
Amaechi, Uche.
Banerji, Alysha.
Wang, Margaret.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2022.
©2022.
Year of Publication:2022
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (207 pages)
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Table of Contents:
  • Intro
  • Contents
  • 1 Education in Crisis. Transforming Schools for a Post-Covid-19 Renaissance
  • 1.1 An Education Crisis like No Other
  • 1.2 A Renewed Interest in the Implementation of Educational Change in the Global South
  • 1.3 Focus of This Book
  • 1.4 Rationale-Why Study the Implementation of Reforms Which Are Relatively Recent, and Some of Them Still Underway?
  • 1.5 What Are Some of the Challenges in Producing This Kind of Real-Time Analysis?
  • 1.6 Competencies or Problems? Sequencing and Pacing of the Reform
  • 1.7 Methods, Data and Limitations
  • 1.8 Summaries of the Chapters.
  • References
  • 2 Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning
  • Abstract
  • 2.1 Context
  • 2.1.1 Vocational Skill Development in India
  • 2.1.2 21st Century Skill Education in India
  • 2.2 Research Methodology
  • 2.3 The Why Behind the MSFC
  • 2.4 Theory of Change
  • 2.5 Theory of Action
  • 2.5.1 Project Swadheen
  • 2.5.2 Project Catalyst
  • 2.6 Program Description
  • 2.6.1 The Integration of 21st Century Skills in the MSFC Curriculum
  • 2.6.2 Curriculum
  • 2.6.3 Projects
  • 2.6.4 Capstone
  • 2.6.5 Module A
  • 2.6.6 Instructor Capacity
  • 2.6.6.1 Setting Clear Expectations
  • 2.6.6.2 Instructor Preparation and Ongoing Mentorship
  • 2.6.6.3 Ongoing Just-In-Time Instructor Support
  • 2.6.6.4 Instructor Monitoring and Ongoing Targeted Improvement
  • 2.7 Realized Outcomes and Analysis
  • 2.7.1 Retention
  • 2.7.1.1 Increased Student Retention and Performance
  • 2.7.2 Employability
  • 2.7.2.1 Employment and Future-Making
  • 2.7.2.2 21st Century Skills
  • 2.7.3 Dignity of Labor
  • 2.8 Further Insights
  • 2.8.1 Gender Inclusivity
  • 2.8.2 Community Connection
  • 2.8.3 Instructor Interventions
  • 2.9 Limitations of Research
  • 2.10 Conclusion
  • Acknowledgements
  • Appendix A
  • Interviewees.
  • Appendix B Survey Instrument
  • Appendix C Focus Group Discussion Questions
  • MSFC
  • References
  • 3 Education 2.0: A Vision for Educational Transformation in Egypt
  • 3.1 Introduction
  • 3.2 Research implications
  • 3.3 Methodology
  • 3.4 Context for the reforms
  • 3.5 Previous Educational Reforms
  • 3.6 EDU 2.0 Reform Description
  • 3.6.1 Key International Partnerships
  • 3.6.2 Theory of Change
  • 3.7 Known Results
  • 3.7.1 Multidisciplinary Curriculum
  • 3.7.2 Technology Integration
  • 3.7.3 Teacher and School Management Continuous Professional Development
  • 3.7.4 Access and Infrastructure
  • 3.7.5 Reformed Assessment
  • 3.7.6 Future Directions
  • 3.8 Analysis
  • 3.8.1 Cultural Perspective
  • 3.8.2 Political Perspective
  • 3.8.3 Psychological Perspective
  • 3.8.4 Institutional Perspective
  • 3.8.5 Professional Perspective
  • 3.9 Reform Status in the Time of COVID-19
  • 3.10 Conclusion
  • References
  • 4 On the Path Toward Lifelong Learning: An Early Analysis of Taiwan's 12-Year Basic Education Reform
  • 4.1 Background
  • 4.1.1 Taiwan's Context
  • 4.1.2 Taiwan's Education System
  • 4.1.3 9-Year Curriculum Reform
  • 4.1.4 Transition from the 9- to 12-Year Curriculum Reform
  • 4.2 12-Year Basic Education Reform
  • 4.2.1 Theory of Change
  • 4.2.2 Senior High School Education Act
  • 4.2.3 12-Year Curriculum Guidelines-Core Competencies
  • 4.2.4 Implementation Steps for the 12-Year Curriculum Guidelines
  • 4.3 Approach to Analysis
  • 4.3.1 Interview and Survey Methodology
  • 4.3.2 Limitations
  • 4.4 Implementation Analysis
  • 4.4.1 Expansion of Equitable Access to Senior High School
  • 4.4.2 Integration of 21st Century Learning in the Classroom
  • 4.4.3 Increase of Autonomy for Schools and Teachers: School-Based Curriculum Development
  • 4.4.4 Preparing Teachers for Innovative Pedagogy.
  • 4.4.5 Challenges to Implementation: Conflicts Arising from the "Top-Down" Approach to School Autonomy
  • 4.4.6 Impression of Increased Teacher Responsibilities
  • 4.4.7 Public Understanding of the Reform
  • 4.4.8 Cultural Challenges: Redefining the Purpose of School and Learning
  • 4.5 Conclusion
  • References
  • 5 An Emerging Dragon: Vietnamese Education After Resolution 29
  • 5.1 Introduction
  • 5.2 Country Context
  • 5.3 The Reform
  • 5.3.1 Key Solutions
  • 5.3.2 Major Goals
  • 5.4 Implementation Analysis
  • 5.4.1 Cultural Perspective
  • 5.4.2 Psychological Perspective
  • 5.4.3 Institutional Perspective
  • 5.4.4 Political Perspective
  • 5.4.5 Professional Perspective
  • 5.5 Reform Outcomes
  • 5.5.1 Enhancing Innovation in Education Management
  • 5.5.2 Promoting Teacher Professional Development
  • 5.5.3 Innovating Content and Teaching Methods, Examination, Testing and Education Assessment
  • 5.5.4 Increasing Investment of Resources and Renewing Education Finance Distribution Mechanism
  • 5.5.5 Promoting Science, Technology and Innovation Performance
  • 5.5.6 Fostering Educational Development for Disadvantaged Areas, Ethnic Minorities and Social Policy Beneficiaries
  • 5.5.7 Promoting Educational Research
  • 5.5.8 Expanding International Cooperation in Education
  • 5.6 Challenges
  • 5.6.1 Pedagogy
  • 5.6.2 Assessment
  • 5.6.3 Management
  • 5.7 Conclusions
  • References
  • 6 Case Des Tout-Petits: Reforming Early Childhood Education in Senegal
  • 6.1 Introduction
  • 6.1.1 Research Limitations
  • 6.2 Country Context Prior to the Reform
  • 6.2.1 Developments in the Early Childhood Landscape
  • 6.2.2 Inequities in Early Education &amp
  • Health
  • 6.3 The REFORM: Cases Des Tout-Petits
  • 6.3.1 Symbolism and Value of the Huts
  • 6.3.2 Theory of Action
  • 6.3.3 Program Elements
  • 6.3.4 Key Milestones in the Design and Implementation of CTP.
  • 6.4 Implementation Analysis
  • 6.4.1 Cultural Perspective
  • 6.4.2 Psychological Perspective
  • 6.4.3 Institutional Perspective
  • 6.4.4 Political Perspective
  • 6.4.5 Professional Perspective
  • 6.5 Results
  • 6.5.1 Academic Enrollment and Access
  • 6.5.2 Child Health Improvements
  • 6.5.3 Community Development and Social Value of the Child
  • 6.6 Challenges
  • 6.6.1 Professional Development and Curriculum
  • 6.6.2 Cost Structure
  • 6.6.3 Student Achievement Data
  • 6.6.4 Coordination
  • 6.6.5 Student-Teacher Ratio
  • 6.7 A Path Forward
  • References
  • 7 Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action
  • 7.1 Introduction
  • 7.2 Analysis of the Problem
  • 7.3 Current State of Climate Change Education in the U.S. At the Middle School Level
  • 7.4 Current State of Climate Change Education in California at the Middle School Level: What is Lacking in the Literature Review of Previous Climate Change Curriculum in California?
  • 7.4.1 Interviews with Orange County Science Teachers on Climate Change Education
  • 7.5 Climate Change Lessons from Italy and Sweden
  • 7.6 Best Practices and Rationale of Our Curriculum
  • 7.7 Theory of Change
  • 7.8 Setting the Stage for Change (Five Perspectives)
  • 7.9 Impact Evaluation
  • 7.10 Conclusion
  • References
  • 8 Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum
  • 8.1 Introduction and Importance of Climate Change Education
  • 8.2 Local Context
  • 8.3 Systematizing Innovation in Climate Change Education
  • 8.4 Analysis of Current Climate Education Curriculum Models
  • 8.4.1 Community-Focused Learning
  • 8.4.2 Participatory Learning
  • 8.4.3 Interdisciplinary Learning
  • 8.5 Integrating Best Practices
  • 8.6 Curriculum Framework
  • 8.6.1 Curriculum Objectives.
  • 8.6.2 Delivery Options
  • 8.7 Logical Framework
  • 8.7.1 Assumptions and Risks
  • 8.7.2 Implementation Plan
  • 8.7.3 Achievement Indicators and Evaluation
  • 8.8 Scalability
  • 8.9 Conclusion
  • References
  • 9 Conclusion
  • 9.1 What Goals Animate These Reforms?
  • 9.2 What Strategy Did These Reforms Follow?
  • 9.2.1 Bottom-Up
  • 9.2.2 Top Down
  • 9.2.3 Theory of Action and Strategy
  • 9.2.4 Strategy and Coherence
  • 9.3 What Perspectives on Educational Change Did the Reforms Reflect?
  • 9.3.1 The Cultural Perspective
  • 9.3.2 The Psychological Perspective
  • 9.3.3 The Professional Perspective
  • 9.3.4 The Institutional Perspective
  • 9.3.5 The Political Perspective
  • 9.4 Conclusion
  • Reference.

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