This volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. It will be a resource for academics, researchers, and advanced students of education.
This volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. It will be a resource for academics, researchers, and advanced students of education.
Kathryn Anderson-Levitt, Professor Emerita of Anthropology at the University of Michigan-Dearborn, USA, also taught in UCLA's Department of Education 2011-2019. Her books include Teaching cultures (2002), and Local meanings, global schooling (2003). Meg P. Gardinier is a global education policy researcher, instructor, and manager. She has published on issues such as education in post-communist Albania; teachers as agents of change; and the policy influence of the OECD. She is currently based in Washington DC.
Inhaltsangabe
Introduction- Contextualising global flows of competency-based education: polysemy, hybridity and silences 1. Transnational competence frameworks and national curriculum-making: the case of Sweden 2. The introduction of competence-based education into the compulsory school curriculum in France (2002-2017): hybridity and polysemy as conditions for change 3. Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian Federation 4. Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008-2019) 5. Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States 6. 21st century skills in the United States: a late, partial and silent reform 7. What kind of citizens? Constructing 'Young Europeans' through loud borrowing in curriculum policy-making in Kosovo 8. Imagining globally competent learners: experts and education policy-making beyond the nation-state
Introduction- Contextualising global flows of competency-based education: polysemy, hybridity and silences 1. Transnational competence frameworks and national curriculum-making: the case of Sweden 2. The introduction of competence-based education into the compulsory school curriculum in France (2002-2017): hybridity and polysemy as conditions for change 3. Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian Federation 4. Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008-2019) 5. Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States 6. 21st century skills in the United States: a late, partial and silent reform 7. What kind of citizens? Constructing 'Young Europeans' through loud borrowing in curriculum policy-making in Kosovo 8. Imagining globally competent learners: experts and education policy-making beyond the nation-state
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