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Format: 1 Online-Ressource (x, 250 Seiten) , Diagramme

ISBN: 9783030418823

Note: Open Access

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-41881-6

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-41883-0

Additional Edition: Erscheint auch als Druck-Ausgabe ISBN 978-3-030-41884-7

Language: English

Keywords: Hochschulpolitik ; Hochschulorganisation ; Internationaler Vergleich

DOI: 10.1007/978-3-030-41882-3

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

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Format: 1 online resource (256 pages)

Edition: 1st ed.

ISBN: 9783030418823

Note: 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 & -- 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, & -- 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.

Additional Edition: Print version: Reimers, Fernando M. Audacious Education Purposes Cham : Springer International Publishing AG,c2020 ISBN 9783030418816

Language: English

Keywords: Electronic books.

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Format: 1 online resource (X, 250 p. 18 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-41882-0

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico’s Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students’ knowledge and skills improved (Nuno Crato) -- Chapter 9. From the “best in the world” Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko). , English

Additional Edition: ISBN 3-030-41881-2

Language: English

DOI: 10.1007/978-3-030-41882-3

UID:

Format: 1 online resource

ISBN: 9783030418823 , 3030418820 , 9783030418830 , 3030418839 , 9783030418847 , 3030418847

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.--

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico's Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students' knowledge and skills improved (Nuno Crato) -- Chapter 9. From the "best in the world" Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko).

Additional Edition: Print version: Audacious education purposes. Cham : Springer, 2020 ISBN 3030418812

Additional Edition: ISBN 9783030418816

Language: English

DOI: 10.1007/978-3-030-41882-3

URL: ProQuest Ebook Central

URL: SpringerLink

URL: SpringerLink

URL: VLeBooks

UID:

Format: X, 250 p. 18 illus. , online resource.

Edition: 1st ed. 2020.

ISBN: 9783030418823

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico's Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students' knowledge and skills improved (Nuno Crato) -- Chapter 9. From the "best in the world" Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko).

In: Springer eBooks

Additional Edition: Printed edition: ISBN 9783030418816

Additional Edition: Printed edition: ISBN 9783030418830

Additional Edition: Printed edition: ISBN 9783030418847

Language: English

DOI: 10.1007/978-3-030-41882-3

URL: https://doi.org/10.1007/978-3-030-41882-3

UID:

Format: 1 online resource (X, 250 p. 18 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-41882-0

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico’s Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students’ knowledge and skills improved (Nuno Crato) -- Chapter 9. From the “best in the world” Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko). , English

Additional Edition: ISBN 3-030-41881-2

Language: English

DOI: 10.1007/978-3-030-41882-3

UID:

Format: 1 online resource (X, 250 p. 18 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-41882-0

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico’s Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students’ knowledge and skills improved (Nuno Crato) -- Chapter 9. From the “best in the world” Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko). , English

Additional Edition: ISBN 3-030-41881-2

Language: English

DOI: 10.1007/978-3-030-41882-3

UID:

Format: 1 online resource (X, 250 p. 18 illus.)

Edition: 1st ed. 2020.

ISBN: 3-030-41882-0

Content: This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.

Note: Chapter 1. Thinking multidimensionally about ambitious educational change (Fernando M. Reimers) -- Chapter 2. Curriculum Reform in Brazil to Develop Skills for the 21st Century (Claudia Costin and Teresa Pontual) -- Chapter 3. Curriculum and Teacher Education Reforms in Finland That Support the Development of Competences for the 21st Century (Jari Lavonen) -- Chapter 4. Japanese Education Reform towards 21st Century Education (Shinichi Yamanaka and Kan Hiroshi Suzuki) -- Chapter 5. Education truly matters: Key Lessons from Mexico’s Educational Reform for Educating the Whole Child (Elisa Bonilla-Rius) -- Chapter 6. Peru: a wholesale reform fueled by an obsession with learning and equity (Jaime Saavedra and Marcela Gutierrez-Bernal) -- Chapter 7. Reforming Education in Poland (Jerzy Wisniewski and Marta Zahorska) -- Chapter 8. Curriculum and educational reforms in Portugal: An analysis of why and how students’ knowledge and skills improved (Nuno Crato) -- Chapter 9. From the “best in the world” Soviet school to modern globally competitive school system (Isak Froumin and Igor Remorenko). , English

Additional Edition: ISBN 3-030-41881-2

Language: English

DOI: 10.1007/978-3-030-41882-3