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Download e-book for iPad: Balancing Change and Tradition in Global Education Reform by Iris C. Rotberg, Gérard Bonnet, Mary Canning, Kai-ming

By Iris C. Rotberg, Gérard Bonnet, Mary Canning, Kai-ming Cheng, Terry J. Crooks, Luis Crouch, Ori Eyal, Eva Forsberg, Phyllis Ghim-Lian Chew, Ratna Ghosh, Martin Gustafsson, Batia P. Horsky, Dan Inbar, Barbara M. Kehm, Stephen T. Kerr, Allan Luke, Ulf P. Lu

ISBN-10: 1607095009

ISBN-13: 9781607095002

In Balancing swap and culture in international schooling Reform, Rotberg brings jointly examples of present schooling reforms in 16 international locations, written via _insiders_. This publication is going past myths and stereotypes and describes the tough trade-offs international locations make as they try and enforce reforms within the context of societal and international swap. In a few international locations, reforms are a reaction to significant political or fiscal shifts; in others, they're encouraged by means of huge upsurges in immigration and elevated pupil variety. regardless of the explanations for schooling reform, all international locations face judgements approximately source allocation, equality of academic chance throughout assorted populations, entry to raised schooling, pupil checking out and monitoring, instructor responsibility, university selection, and innovation. The essays during this quantity show: _

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Extra info for Balancing Change and Tradition in Global Education Reform

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Essential features of Soviet education included its high degree of centralization, its deeply rooted ideological content, and the conflict existing between academic development and labor preparation. Centralization meant that all important decisions regarding the curriculum, teaching methods, assessment, and school management came from the center, in the three ministries (the Ministry of Education, the Ministry of Higher and Specialized Secondary Education, and the State Committee on Labor Education) responsible for their various sectors.

Enrollment rates in such schools for fifteen- to twenty-two-year-olds are much higher in urban than in rural areas. There is evidence of increasing elitism in secondary schools throughout Russia. Of course, elitism is not new in Russia, but it is especially fostered by the present fiscal climate and can lead to a situation where special linkages between particular universities and feeder schools are cultivated beginning in grade 10 (or even earlier). This system leads to several problems. Early specialization and the streaming of students in the secondary system may be inefficient because “late bloomers” are often sidelined and not given the kind of education that will equip them to function in the market economy.

Second, the migrants, be they manual workers (such as those in building construction) or businesspeople (such as those running small enterprises), have made indispensable contributions to the economic prosperity of the hosting urban cities. It is only fair that the cities should pay back by at least educating their children. This has been the argument of city leaders when they appeal for support from local schools and local taxpayers. This argument appeals to the sentiment of the populace, who are preoccupied by the traditional values of reciprocity.

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Balancing Change and Tradition in Global Education Reform by Iris C. Rotberg, Gérard Bonnet, Mary Canning, Kai-ming Cheng, Terry J. Crooks, Luis Crouch, Ori Eyal, Eva Forsberg, Phyllis Ghim-Lian Chew, Ratna Ghosh, Martin Gustafsson, Batia P. Horsky, Dan Inbar, Barbara M. Kehm, Stephen T. Kerr, Allan Luke, Ulf P. Lu


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