Focuses on the task of rebuilding education systems post Pandemic.
Includes seven international comparative case studies of the implementation of educational change.
Spotlights the study of ambitious educational reforms
Is open access, which means that you have free and unlimited access
Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. He is a member of UNESCO´s high level commission on the Futures of Education.
Uche Amaechi is a Lecturer on Education at the Harvard Graduate School of Education where he teaches about leadership, organizational behavior, and social entrepreneurship. Uche is also the ELT coordinator at the Fletcher Maynard Academy where he works on school leadership, community engagement, and matters of race and equity. Uche also sits on the boards of schools and nonprofit organizations focused on supporting students from underrepresented groups.
Alysha Banerji is a Ph. D student at the Harvard Graduate School of Education and an Editor at the Harvard Educational Review. Her research focuses on the ethics of citizenship and civic education for global citizenship. She has an M.S.Ed in International Education Development from the University of Pennsylvania and has experience working in education in India, the USA, and Chile.
Margaret Wang is an M. Ed in International Education Policy graduate of Harvard Graduate School of Education. Previously a high school economics and social studies teacher in Bahrain, she is now committed to helping the youth be stewards of the sustainable development goals. She is currently the co-founder of SubjectToClimate, an online connector for K-12 educators to find climate change teaching resources, and Innovate for Africa, a social impact organization supporting aspiring African entrepreneurs.
This open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020).
The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.
Education in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan´s 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.
Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this book are included in the book's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the book's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
Education in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan's 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.
Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. He is a member of UNESCO's high level commission on the Futures of Education.
Uche Amaechi is a Lecturer on Education at the Harvard Graduate School of Education where he teaches about leadership, organizational behavior, and social entrepreneurship. Uche is also the ELT coordinator at the Fletcher Maynard Academy where he works on school leadership, community engagement, and matters of race and equity. Uche also sits on the boards of schools and nonprofit organizations focused on supporting students from underrepresented groups.
Alysha Banerji isa Ph. D student at the Harvard Graduate School of Education and an Editor at the Harvard Educational Review. Her research focuses on the ethics of citizenship and civic education for global citizenship. She has an M.S.Ed in International Education Development from the University of Pennsylvania and has experience working in education in India, the USA, and Chile.
Margaret Wang is an M. Ed in International Education Policy graduate of Harvard Graduate School of Education. Previously a high school economics and social studies teacher in Bahrain, she is now committed to helping the youth be stewards of the sustainable development goals. She is currently the co-founder of SubjectToClimate, an online connector for K-12 educators to find climate change teaching resources, and Innovate for Africa, a social impact organization supporting aspiring African entrepreneurs.
Über den Autor
Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21st century. He is a member of UNESCO's high level commission on the Futures of Education.
Uche Amaechi is a Lecturer on Education at the Harvard Graduate School of Education where he teaches about leadership, organizational behavior, and social entrepreneurship. Uche is also the ELT coordinator at the Fletcher Maynard Academy where he works on school leadership, community engagement, and matters of race and equity. Uche also sits on the boards of schools and nonprofit organizations focused on supporting students from underrepresented groups.
Alysha Banerji isa Ph. D student at the Harvard Graduate School of Education and an Editor at the Harvard Educational Review. Her research focuses on the ethics of citizenship and civic education for global citizenship. She has an M.S.Ed in International Education Development from the University of Pennsylvania and has experience working in education in India, the USA, and Chile.
Margaret Wang is an M. Ed in International Education Policy graduate of Harvard Graduate School of Education. Previously a high school economics and social studies teacher in Bahrain, she is now committed to helping the youth be stewards of the sustainable development goals. She is currently the co-founder of SubjectToClimate, an online connector for K-12 educators to find climate change teaching resources, and Innovate for Africa, a social impact organization supporting aspiring African entrepreneurs.
Inhaltsverzeichnis
Education in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan's 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.
Klappentext
This open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020).
The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy.
Focuses on the task of rebuilding education systems post Pandemic.
Includes seven international comparative case studies of the implementation of educational change.
Spotlights the study of ambitious educational reforms
Is open access, which means that you have free and unlimited access
