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EB

ONLINE

Cham : Springer International Publishing AG, 2022

1 online resource (207 pages)

ISBN 9783030939519 (electronic bk.)

ISBN 9783030939502

Print version: Reimers, Fernando M. Education to Build Back Better Cham : Springer International Publishing AG,c2022 ISBN 9783030939502

Intro -- Contents -- 1 Education in Crisis. Transforming Schools for a Post-Covid-19 Renaissance -- 1.1 An Education Crisis like No Other -- 1.2 A Renewed Interest in the Implementation of Educational Change in the Global South -- 1.3 Focus of This Book -- 1.4 Rationale-Why Study the Implementation of Reforms Which Are Relatively Recent, and Some of Them Still Underway? -- 1.5 What Are Some of the Challenges in Producing This Kind of Real-Time Analysis? -- 1.6 Competencies or Problems? Sequencing and Pacing of the Reform -- 1.7 Methods, Data and Limitations -- 1.8 Summaries of the Chapters. -- References -- 2 Multi-skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning -- Abstract -- 2.1 Context -- 2.1.1 Vocational Skill Development in India -- 2.1.2 21st Century Skill Education in India -- 2.2 Research Methodology -- 2.3 The Why Behind the MSFC -- 2.4 Theory of Change -- 2.5 Theory of Action -- 2.5.1 Project Swadheen -- 2.5.2 Project Catalyst -- 2.6 Program Description -- 2.6.1 The Integration of 21st Century Skills in the MSFC Curriculum -- 2.6.2 Curriculum -- 2.6.3 Projects -- 2.6.4 Capstone -- 2.6.5 Module A -- 2.6.6 Instructor Capacity -- 2.6.6.1 Setting Clear Expectations -- 2.6.6.2 Instructor Preparation and Ongoing Mentorship -- 2.6.6.3 Ongoing Just-In-Time Instructor Support -- 2.6.6.4 Instructor Monitoring and Ongoing Targeted Improvement -- 2.7 Realized Outcomes and Analysis -- 2.7.1 Retention -- 2.7.1.1 Increased Student Retention and Performance -- 2.7.2 Employability -- 2.7.2.1 Employment and Future-Making -- 2.7.2.2 21st Century Skills -- 2.7.3 Dignity of Labor -- 2.8 Further Insights -- 2.8.1 Gender Inclusivity -- 2.8.2 Community Connection -- 2.8.3 Instructor Interventions -- 2.9 Limitations of Research -- 2.10 Conclusion -- Acknowledgements -- Appendix A -- Interviewees.

5.5.4 Increasing Investment of Resources and Renewing Education Finance Distribution Mechanism -- 5.5.5 Promoting Science, Technology and Innovation Performance -- 5.5.6 Fostering Educational Development for Disadvantaged Areas, Ethnic Minorities and Social Policy Beneficiaries -- 5.5.7 Promoting Educational Research -- 5.5.8 Expanding International Cooperation in Education -- 5.6 Challenges -- 5.6.1 Pedagogy -- 5.6.2 Assessment -- 5.6.3 Management -- 5.7 Conclusions -- References -- 6 Case Des Tout-Petits: Reforming Early Childhood Education in Senegal -- 6.1 Introduction -- 6.1.1 Research Limitations -- 6.2 Country Context Prior to the Reform -- 6.2.1 Developments in the Early Childhood Landscape -- 6.2.2 Inequities in Early Education & -- Health -- 6.3 The REFORM: Cases Des Tout-Petits -- 6.3.1 Symbolism and Value of the Huts -- 6.3.2 Theory of Action -- 6.3.3 Program Elements ---

7.4 Current State of Climate Change Education in California at the Middle School Level: What is Lacking in the Literature Review of Previous Climate Change Curriculum in California? -- 7.4.1 Interviews with Orange County Science Teachers on Climate Change Education -- 7.5 Climate Change Lessons from Italy and Sweden -- 7.6 Best Practices and Rationale of Our Curriculum -- 7.7 Theory of Change -- 7.8 Setting the Stage for Change (Five Perspectives) -- 7.9 Impact Evaluation -- 7.10 Conclusion -- References -- 8 Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum -- 8.1 Introduction and Importance of Climate Change Education -- 8.2 Local Context -- 8.3 Systematizing Innovation in Climate Change Education -- 8.4 Analysis of Current Climate Education Curriculum Models -- 8.4.1 Community-Focused Learning ---

4.4.5 Challenges to Implementation: Conflicts Arising from the "Top-Down" Approach to School Autonomy -- 4.4.6 Impression of Increased Teacher Responsibilities -- 4.4.7 Public Understanding of the Reform -- 4.4.8 Cultural Challenges: Redefining the Purpose of School and Learning -- 4.5 Conclusion -- References -- 5 An Emerging Dragon: Vietnamese Education After Resolution 29 -- 5.1 Introduction -- 5.2 Country Context -- 5.3 The Reform -- 5.3.1 Key Solutions -- 5.3.2 Major Goals -- 5.4 Implementation Analysis -- 5.4.1 Cultural Perspective -- 5.4.2 Psychological Perspective -- 5.4.3 Institutional Perspective -- 5.4.4 Political Perspective -- 5.4.5 Professional Perspective -- 5.5 Reform Outcomes -- 5.5.1 Enhancing Innovation in Education Management -- 5.5.2 Promoting Teacher Professional Development -- 5.5.3 Innovating Content and Teaching Methods, Examination, Testing and Education Assessment ---

8.6.2 Delivery Options -- 8.7 Logical Framework -- 8.7.1 Assumptions and Risks -- 8.7.2 Implementation Plan -- 8.7.3 Achievement Indicators and Evaluation -- 8.8 Scalability -- 8.9 Conclusion -- References -- 9 Conclusion -- 9.1 What Goals Animate These Reforms? -- 9.2 What Strategy Did These Reforms Follow? -- 9.2.1 Bottom-Up -- 9.2.2 Top Down -- 9.2.3 Theory of Action and Strategy -- 9.2.4 Strategy and Coherence -- 9.3 What Perspectives on Educational Change Did the Reforms Reflect? -- 9.3.1 The Cultural Perspective -- 9.3.2 The Psychological Perspective -- 9.3.3 The Professional Perspective -- 9.3.4 The Institutional Perspective -- 9.3.5 The Political Perspective -- 9.4 Conclusion -- Reference.

5.5.4 Increasing Investment of Resources and Renewing Education Finance Distribution Mechanism -- 5.5.5 Promoting Science, Technology and Innovation Performance -- 5.5.6 Fostering Educational Development for Disadvantaged Areas, Ethnic Minorities and Social Policy Beneficiaries -- 5.5.7 Promoting Educational Research -- 5.5.8 Expanding International Cooperation in Education -- 5.6 Challenges -- 5.6.1 Pedagogy -- 5.6.2 Assessment -- 5.6.3 Management -- 5.7 Conclusions -- References -- 6 Case Des Tout-Petits: Reforming Early Childhood Education in Senegal -- 6.1 Introduction -- 6.1.1 Research Limitations -- 6.2 Country Context Prior to the Reform -- 6.2.1 Developments in the Early Childhood Landscape -- 6.2.2 Inequities in Early Education & -- Health -- 6.3 The REFORM: Cases Des Tout-Petits -- 6.3.1 Symbolism and Value of the Huts -- 6.3.2 Theory of Action -- 6.3.3 Program Elements ---

6.3.4 Key Milestones in the Design and Implementation of CTP.

7.4 Current State of Climate Change Education in California at the Middle School Level: What is Lacking in the Literature Review of Previous Climate Change Curriculum in California? -- 7.4.1 Interviews with Orange County Science Teachers on Climate Change Education -- 7.5 Climate Change Lessons from Italy and Sweden -- 7.6 Best Practices and Rationale of Our Curriculum -- 7.7 Theory of Change -- 7.8 Setting the Stage for Change (Five Perspectives) -- 7.9 Impact Evaluation -- 7.10 Conclusion -- References -- 8 Creating Brighter Futures: Building Climate Leaders in the United States Through a Community-Focused Curriculum -- 8.1 Introduction and Importance of Climate Change Education -- 8.2 Local Context -- 8.3 Systematizing Innovation in Climate Change Education -- 8.4 Analysis of Current Climate Education Curriculum Models -- 8.4.1 Community-Focused Learning ---

8.4.2 Participatory Learning -- 8.4.3 Interdisciplinary Learning -- 8.5 Integrating Best Practices -- 8.6 Curriculum Framework -- 8.6.1 Curriculum Objectives.

4.4.5 Challenges to Implementation: Conflicts Arising from the "Top-Down" Approach to School Autonomy -- 4.4.6 Impression of Increased Teacher Responsibilities -- 4.4.7 Public Understanding of the Reform -- 4.4.8 Cultural Challenges: Redefining the Purpose of School and Learning -- 4.5 Conclusion -- References -- 5 An Emerging Dragon: Vietnamese Education After Resolution 29 -- 5.1 Introduction -- 5.2 Country Context -- 5.3 The Reform -- 5.3.1 Key Solutions -- 5.3.2 Major Goals -- 5.4 Implementation Analysis -- 5.4.1 Cultural Perspective -- 5.4.2 Psychological Perspective -- 5.4.3 Institutional Perspective -- 5.4.4 Political Perspective -- 5.4.5 Professional Perspective -- 5.5 Reform Outcomes -- 5.5.1 Enhancing Innovation in Education Management -- 5.5.2 Promoting Teacher Professional Development -- 5.5.3 Innovating Content and Teaching Methods, Examination, Testing and Education Assessment ---

6.4 Implementation Analysis -- 6.4.1 Cultural Perspective -- 6.4.2 Psychological Perspective -- 6.4.3 Institutional Perspective -- 6.4.4 Political Perspective -- 6.4.5 Professional Perspective -- 6.5 Results -- 6.5.1 Academic Enrollment and Access -- 6.5.2 Child Health Improvements -- 6.5.3 Community Development and Social Value of the Child -- 6.6 Challenges -- 6.6.1 Professional Development and Curriculum -- 6.6.2 Cost Structure -- 6.6.3 Student Achievement Data -- 6.6.4 Coordination -- 6.6.5 Student-Teacher Ratio -- 6.7 A Path Forward -- References -- 7 Middle School Climate Change Mitigation and Adaptation Curriculum in the United States: Peers Lead Peers Through Change and Action -- 7.1 Introduction -- 7.2 Analysis of the Problem -- 7.3 Current State of Climate Change Education in the U.S. At the Middle School Level ---

8.6.2 Delivery Options -- 8.7 Logical Framework -- 8.7.1 Assumptions and Risks -- 8.7.2 Implementation Plan -- 8.7.3 Achievement Indicators and Evaluation -- 8.8 Scalability -- 8.9 Conclusion -- References -- 9 Conclusion -- 9.1 What Goals Animate These Reforms? -- 9.2 What Strategy Did These Reforms Follow? -- 9.2.1 Bottom-Up -- 9.2.2 Top Down -- 9.2.3 Theory of Action and Strategy -- 9.2.4 Strategy and Coherence -- 9.3 What Perspectives on Educational Change Did the Reforms Reflect? -- 9.3.1 The Cultural Perspective -- 9.3.2 The Psychological Perspective -- 9.3.3 The Professional Perspective -- 9.3.4 The Institutional Perspective -- 9.3.5 The Political Perspective -- 9.4 Conclusion -- Reference.

Appendix B Survey Instrument -- Appendix C Focus Group Discussion Questions -- MSFC -- References -- 3 Education 2.0: A Vision for Educational Transformation in Egypt -- 3.1 Introduction -- 3.2 Research implications -- 3.3 Methodology -- 3.4 Context for the reforms -- 3.5 Previous Educational Reforms -- 3.6 EDU 2.0 Reform Description -- 3.6.1 Key International Partnerships -- 3.6.2 Theory of Change -- 3.7 Known Results -- 3.7.1 Multidisciplinary Curriculum -- 3.7.2 Technology Integration -- 3.7.3 Teacher and School Management Continuous Professional Development -- 3.7.4 Access and Infrastructure -- 3.7.5 Reformed Assessment -- 3.7.6 Future Directions -- 3.8 Analysis -- 3.8.1 Cultural Perspective -- 3.8.2 Political Perspective -- 3.8.3 Psychological Perspective -- 3.8.4 Institutional Perspective -- 3.8.5 Professional Perspective -- 3.9 Reform Status in the Time of COVID-19 -- 3.10 Conclusion -- References -- 4 On the Path Toward Lifelong Learning: An Early Analysis of Taiwan’s 12-Year Basic Education Reform -- 4.1 Background -- 4.1.1 Taiwan’s Context -- 4.1.2 Taiwan’s Education System -- 4.1.3 9-Year Curriculum Reform -- 4.1.4 Transition from the 9- to 12-Year Curriculum Reform -- 4.2 12-Year Basic Education Reform -- 4.2.1 Theory of Change -- 4.2.2 Senior High School Education Act -- 4.2.3 12-Year Curriculum Guidelines-Core Competencies -- 4.2.4 Implementation Steps for the 12-Year Curriculum Guidelines -- 4.3 Approach to Analysis -- 4.3.1 Interview and Survey Methodology -- 4.3.2 Limitations -- 4.4 Implementation Analysis -- 4.4.1 Expansion of Equitable Access to Senior High School -- 4.4.2 Integration of 21st Century Learning in the Classroom -- 4.4.3 Increase of Autonomy for Schools and Teachers: School-Based Curriculum Development -- 4.4.4 Preparing Teachers for Innovative Pedagogy.

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