Secondary Education at the Crossroads: International Perspectives Relevant to the Asia-Pacific Region

ISBN-13: 9789048171668 / Angielski / Miękka / 2010 / 272 str.

Phillip Hughes

Opis

Education is a universal priority. Currently, it is at a crossroad. In every society it is valued as a major road to produce more productive, more harmonious and healthier citizens. Yet, in every setting there is deep dissatisfaction with the overall performance of education and there are major moves towards reform, sometimes superficial but more often fundamental. These reform processes have had only moderate and very uneven success. Too often they are episodic, reflecting a short-term approach which is frequently changed for the latest enthusiasm or the most recent administration. In Asia and the Pacific countries many systems are in the process of construction or reconstruction. Can we learn from the experiences of others? Given the multiplicity of efforts at reform, and the variety of situations for reform, there may well be lessons we can learn from each other's efforts and each others failures and successes. This book features contributions from experienced researchers who have worked in many different settings and bring their own insights to attack this universal problem.

Spis treści

1: What can we learn from Education reform,- 1.1: Education reform as a response to change,- 1.2: Reform as an idiosyncratic event,- 1.3 Reform as a response to common factors,- 1.4: Reform as an International concern,- 1.5: Common emphases of reform,- 1.6: Reform as a process from which we can learn,- 2.1: The international baccalaureate organization and its programmes,- 2.2: Authorization to offer an IB programme,- 2.3: How the IBO has contributed to educational schools,- 2.4: Case studies,- 2.5: Key factors of successful reform from IBO experience,- 2.6: Are there common factors,- 2.7: Conclusion,- 3: Education reforms in England and Wales,- 3.1: Introduction,- 3.2: The nineteenth Century background,- 3.3: 1900-1944: Towards secondary education for all,- 3.4: 1945-1951: Education reforms under the labour government,- 3.5: Conservative governments 1951-1964,- 3.6: The schools council for curriculum and Examinations 1964,- 3.7: Education reforms 1964-1970,- 3.8: Education under the conservatives 1970-1974,- 3.9: Education reforms under labour 1974-1979,- 3.10: The education counter-reformation 1979-1997,- 3.11: Current reforms,- 3.12: What kind of progress has been made to reform some of the problems outlined above,- 3.13: General conclusion,- 4: A global Endeavour: Education for all,- 4.1: Foreword,- 4.2: Addressing a global challenge,- 4.3: The jomtiem declaration,- 4.4: The jomtien targets,- 4.5: Implementation and achievement,- 4.6 : Implementation and achievement 2,- 4.7: the first ten years of EFA,- 4.8 : Into the dakar decade: 2000 and beyond,- 4.9: Targeting the gender lens of the 2003/04 monitoring report,- 4.10: The quality imperative,- 4.11: The challenge to act,- 5: What we've learned in the small school movement,- 5.1: Balanced agendas,- 5.2: Issues of community, authority and power,- 5.3: Conclusions from experience,- 6: A journey into high school reform,- 6.1: Changing patterns,- 6.2: Both critical and envious,- 6.3: Can we fix thesenior years,- 6.4: A new design for the senior year,- 6.5: A search for purpose,- 7: Education reform in Europe,- 7.1: Changing priorities,- 7.2: Context and provisions,- 7.3: Current Reforms,- 7.4: European Union education priorities and approaches,- 7.5: Conclusion,- 8.1: Increased inportance of education policy,- 8.2: A focus on the outputs of education systems,- 8.3: A focus on the outputs of schools,- 8.4: Building an evidence-base for inproving education,- 8.5: Communication and internationalisation,- 8.6: Strengthening the policy base,- 9: Lessons to be learned from the world-wide education reform,- 9.1: Everyone now needs a basic education and there is an international commitment to achieve it,- 9.2: National boundaries are less significant,- 9.3: The role of knowledge has changed but remains crucial,- 9.4: Assessment and evaluation play a growing role,- 9.5: Values are crucial to reform,- 9.6: Teachers, parents and supporting adults play a vital role,- 9.7: Society and education have powerful links,- Conclusion,- References

Blurb

Education is a universal priority. Currently, it is at a crossroad. In every society it is valued as a major road to produce more productive, more harmonious and healthier citizens. Yet, in every setting there is deep dissatisfaction with the overall performance of education and there are major moves towards reform, sometimes superficial but more often fundamental. These reform processes have had only moderate and very uneven success. Too often they are episodic, reflecting a short-term approach which is frequently changed for the latest enthusiasm or the most recent administration. In Asia and the Pacific countries many systems are in the process of construction or reconstruction.

These issues and concerns are particularly true for secondary education which in many countries has become the weakest link in the education chain.

Can we learn from the experiences of others when it comes to the reform of secondary education? Given the multiplicity of efforts at reform, and the variety of situations for reform, there may well be lessons we can learn from each other’s efforts and each others failures and successes. This book features contributions from experienced researchers who have worked in many different settings and bring their own insights to attack this universal problem.