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020 _a9783030570392
024 7 _a10.1007/978-3-030-57039-2
_2doi
040 _bENG
_cMN-UlMNUE
_erda
_dMN-UlMNUE
_aMN-UlMNUE
041 _aENG
050 4 _aLB43
050 4 _aLC1090
072 7 _aJN
_2bicssc
072 7 _aEDU043000
_2bisacsh
072 7 _aJND
_2thema
082 0 4 _a370.116
_223
082 0 4 _a370.9
_223
245 1 0 _aImplementing Deeper Learning and 21st Century Education Reforms
_h[electronic resource] :
_bBuilding an Education Renaissance After a Global Pandemic /
_cedited by Fernando M. Reimers.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aVIII, 198 p. 14 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aChapter 1. In search of a 21st century Education Renaissance after a Global Pandemic -- Chapter 2. Education Reform in Ontario: Building Capacity Through Collaboration -- Chapter 3. Singapore’s Teacher Education Model for the 21st Century (TE21) -- Chapter 4. 2013 Mexico’s Education Reform: A Multi-Dimensional Analysis -- Chapter 5. The Punjab Schools Reform Roadmap: A Medium-Term Evaluation -- Chapter 6 Nurturing Every Learner’s Potential: Education Reform in Kenya -- Chapter 7: From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe -- Chapter 8. Conclusions. Seven lessons to build an Education Renaissance after the Pandemic.
506 0 _aOpen Access
520 _aThis open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.
650 0 _aInternational education .
_91406
650 0 _aComparative education.
650 0 _aTeachers—Training of.
_91408
650 0 _aEducation and state.
650 0 _aEducation—Curricula.
_91410
650 1 4 _aInternational and Comparative Education.
_91411
650 2 4 _aTeaching and Teacher Education.
_91412
650 2 4 _aEducational Policy and Politics.
650 2 4 _aCurriculum Studies.
_91414
700 1 _aReimers, Fernando M.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_91415
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030570385
776 0 8 _iPrinted edition:
_z9783030570408
776 0 8 _iPrinted edition:
_z9783030570415
856 4 0 _uhttps://doi.org/10.1007/978-3-030-57039-2
942 _2ddc
_cEBOOK
999 _c105242
_d105242