ERIC Number: ED568784
Record Type: Non-Journal
Publication Date: 2016-May
Teaching and Learning for the Twenty-First Century: Educational Goals, Policies, and Curricula from Six Nations
Reimers, Fernando M., Ed.; Chung, Connie K., Ed.
Harvard Education Press
This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries--Chile, China, India, Mexico, Singapore, and the United States--exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century. "Teaching and Learning for the Twenty-First Century" appears at a time of heightened attention to comparative studies of national education systems, and to international student assessments such as those that have come out of PISA (the Program for International Student Assessment), led by the Organisation for Economic Co-operation and Development. This book's crucial contribution to the burgeoning field of international education arises out of its special attention to first principles--and thus to first questions: As Reimers and Chung explain, "much can be gained by an explicit investigation of the intended purposes of education, in what they attempt to teach students, and in the related questions of why those purposes and how they are achieved." These questions are crucial to education practice and reform at a time when educators (and the students they serve) face unique, pressing challenges. The book's detailed attention to such questions signals its indispensable value for policy makers, scholars, and education leaders today. The book contains the Introduction: A Comparative Study of the Purposes of Education in the Twenty-First Century (Fernando M. Reimers and Connie K. Chung), and Six chapters follow. Chapter 1: Singapore's Systemic Approach to Teaching and Learning Twenty-First-Century Competencies (Oon-Seng Tan and Ee-Ling Low). Chapter 2: Thinking Big, Acting Small: Lessons from Twenty-First-Century Curriculum Reform in China (Yan Wang). Chapter 3: Strong Content, Weak Tools: Twenty-First-Century Competencies in the Chilean Educational Reform (Cristián Bellei and Liliana Morawietz). Chapter 4: Curriculum Reform and Twenty-First-Century Skills in Mexico: Are Standards and Teacher Training Materials Aligned? (Sergio Cárdenas). Chapter 5: Twenty-First-Century Competencies, the Indian National Curriculum Framework, and the History of Education in India (Aditya Natraj, Monal Jayaram, Jahnavi Contractor, and Payal Agrawal). Chapter 6: Mapping the Landscape of Teaching and Learning for the Twenty-First Century in Massachusetts in the Context of U.S. Educational Reform (Fernando M. Reimers and Connie K. Chung). Also included is the Conclusion: Theorizing Twenty-First-Century Education (Fernando M. Reimers and Connie K. Chung), section containing Notes, Acknowledgments, About the Editors, About the Contributors, and an Index.
Descriptors: Minimum Competencies, Educational Policy, Curriculum Development, Educational Objectives, Foreign Countries, Comparative Analysis, Academic Standards, Alignment (Education), Instructional Materials, Teacher Education, National Curriculum, Educational History, Instruction, Learning, Comparative Education
Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 888-437-1437; Tel: 617-495-3432; Fax: 978-348-1233; e-mail: email@example.com; Web site: http://hepg.org/hep-home/home
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Authoring Institution: Harvard University, Graduate School of Education
Identifiers - Location: Chile; China; India; Massachusetts; Mexico; Singapore; United States
Grant or Contract Numbers: N/A