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Full Description
This edited book is a unique comprehensive discussion of 21st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21st century skills and offers a scalable solution to align multiple competency and literacy frameworks.
The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is greatresource to educational researchers and policy makers.
Contents
Introduction: A global debate on new learning objectives.- Chapter 1 The world is changing, and education is changing with it.- Chapter 2 A framework of key competences and new literacies.- Chapter 3 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity.- Chapter 4 China: Cultivating a Fully Developed Person—'Moral, Intellectual, and Physically Healthy'.- Chapter 5 England: Knowledge, Competences and Curriculum Reform: Why the English Case Stands Out.- Chapter 6 Republic of Korea: Cultivating Key Competences.- Chapter 7 Finland: Improving Pupils' Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement.- Chapter 8 Poland: The Learning Environment That Brought about a Change.- Chapter 9 Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States.- Chapter 10 Russian Federation: at a conceptual crossroads.- Chapter 11 Pedagogical and school practices to foster key competencesand domain-general literacy.- Chapter 12 A modern aspect of domain-general instrumental literacy: coding.- Chapter 13 How to Integrate New Literacy in the Curriculum - Example of Environmental Literacy.- Chapter 14 Conclusion: How countries reform their curricula to support the development of key competences.
