Transitions to K–12 Education Systems

Experiences from Five Case Countries

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Reform, Administration
Cover of the book Transitions to K–12 Education Systems by Jouko Sarvi, Fredi Munger, Hitendra Pillay, Asian Development Bank
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Author: Jouko Sarvi, Fredi Munger, Hitendra Pillay ISBN: 9789292572570
Publisher: Asian Development Bank Publication: December 1, 2015
Imprint: Asian Development Bank Language: English
Author: Jouko Sarvi, Fredi Munger, Hitendra Pillay
ISBN: 9789292572570
Publisher: Asian Development Bank
Publication: December 1, 2015
Imprint: Asian Development Bank
Language: English

With more than 140 countries currently offering or in transition to a kindergarten through grade 12 (K–12) school education system, this desk study explored the experiences of four countries---Mongolia, Philippines, Poland, and Turkey---and one Canadian province, Ontario, in preparing and implementing K–12 systems. Lessons learned from the five diverse jurisdictions are: (i) align the education system with macro policies, (ii) view transition to K–12 as part of a package of reforms, (iii) prioritize improving student learning, (iv) consider teacher development as critical, (v) avoid high-stakes examinations, and (vi) focus on higher order curriculum and assessments.

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With more than 140 countries currently offering or in transition to a kindergarten through grade 12 (K–12) school education system, this desk study explored the experiences of four countries---Mongolia, Philippines, Poland, and Turkey---and one Canadian province, Ontario, in preparing and implementing K–12 systems. Lessons learned from the five diverse jurisdictions are: (i) align the education system with macro policies, (ii) view transition to K–12 as part of a package of reforms, (iii) prioritize improving student learning, (iv) consider teacher development as critical, (v) avoid high-stakes examinations, and (vi) focus on higher order curriculum and assessments.

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