Audacious Education Purposes

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