LEADER 06575nam 22010695 450 001 9910404118303321 005 20240326155745.0 010 $a3-030-41882-0 024 7 $a10.1007/978-3-030-41882-3 035 $a(CKB)4100000011223450 035 $a(MiAaPQ)EBC6186802 035 $a(DE-He213)978-3-030-41882-3 035 $a(Au-PeEL)EBL6186802 035 $a(OCoLC)1153063597 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/33086 035 $a(EXLCZ)994100000011223450 100 $a20200423d2020 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAudacious Education Purposes$b[electronic resource] $eHow Governments Transform the Goals of Education Systems /$fedited by Fernando M. Reimers 205 $a1st ed. 2020. 210 $aCham$cSpringer Nature$d2020 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (X, 250 p. 18 illus.) 311 $a3-030-41881-2 327 $aChapter 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). 330 $aThis 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. 606 $aInternational education  606 $aComparative education 606 $aEducational policy 606 $aEducation and state 606 $aCurriculums (Courses of study) 606 $aEducation?Curricula 606 $aSchool management and organization 606 $aSchool administration 606 $aInternational and Comparative Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O13000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aCurriculum Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/O15000 606 $aAdministration, Organization and Leadership$3https://scigraph.springernature.com/ontologies/product-market-codes/O17000 610 $aInternational and Comparative Education 610 $aEducational Policy and Politics 610 $aCurriculum Studies 610 $aAdministration, Organization and Leadership 610 $aOpen Access 610 $atransformation of public education systems 610 $arole of curriculum 610 $aDeeper Learning 610 $aTwenty first century skills 610 $aSocio-emotional development 610 $aeducation reform 610 $aEducation Policy 610 $aEducation Leadership 610 $aSystemic educational change 610 $aComparative education 610 $aEducation in Finland 610 $aEducation in Japan 610 $aEducation in Brazil 610 $aEducation in Mexico 610 $aEducation in Poland 610 $aEducation in Russia 610 $aEducation in Peru 610 $aEducation in Portugal 610 $aEducation 610 $aEducational strategies & policy 610 $aCurriculum planning & development 610 $aEducational administration & organization 615 0$aInternational education . 615 0$aComparative education. 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aCurriculums (Courses of study). 615 0$aEducation?Curricula. 615 0$aSchool management and organization. 615 0$aSchool administration. 615 14$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aCurriculum Studies. 615 24$aAdministration, Organization and Leadership. 676 $a370.116 676 $a370.9 700 $aReimers$b Fernando M$4edt$0960016 702 $aReimers$b Fernando M$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910404118303321 996 $aAudacious Education Purposes$94146633 997 $aUNINA