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||210715b |||||||| |||| 00| 0 eng d
|020 00 - INTERNATIONAL STANDARD BOOK NUMBER|
|International Standard Book Number
|040 ## - CATALOGING SOURCE|
|Original cataloging agency
|082 0# - DEWEY DECIMAL CLASSIFICATION NUMBER|
|100 1# - MAIN ENTRY--PERSONAL NAME|
||Reimers, Fernando M.
|245 0# - TITLE STATEMENT|
||Implementing Deeper Learning and 21st Century Education Reforms:
|Remainder of title
||Building an Education Renaissance After a Global Pandemic/
|Statement of responsibility, etc.
||Edited by Fernando M. Reimers
|250 00 - EDITION STATEMENT|
||1 st ed.
|260 ## - PUBLICATION, DISTRIBUTION, ETC.|
|Place of publication, distribution, etc.
|Name of publisher, distributor, etc.
|Date of publication, distribution, etc.
|300 ## - PHYSICAL DESCRIPTION|
||1 online resource:
|Other physical details
||(xiv, 195 pages) : illustrations, digital, PDF file(s).
|500 ## - GENERAL NOTE|
||This edition also issued in print: 2021
|520 3# - SUMMARY, ETC.|
||Book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.
|650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM|
|Topical term or geographic name entry element
|856 ## - ELECTRONIC LOCATION AND ACCESS|
|Uniform Resource Identifier
||Click here to view eBook.
|942 ## - ADDED ENTRY ELEMENTS (KOHA)|
|Source of classification or shelving scheme
|Koha item type