Transitions to K–12 Education Systems: Experiences from Five Case Countries
Sarvi, Jouko, Munger, Fredi, & Pillay, Hitendra (2015) Transitions to K–12 Education Systems: Experiences from Five Case Countries. Asian Development Bank, Mandaluyong City, Phillippines.
Currently more than 140 countries offer, or are in transition to, what has become the international norm for pre-tertiary education, namely a kindergarten through grade 12 (K–12) school education system—kindergarten because of the preponderance of research asserting the long-term learning and social benefits of school readiness programs; and 12 years of primary and secondary schooling due to the time needed to acquire the knowledge and skills sets necessary for 21st century university education, postsecondary training, or decent1 work. This desk study2 conveys the experiences of four countries and one province in preparing and implementing a transition to a K–12 school education system: Mongolia, Ontario (Canada), the Philippines, Poland, and Turkey. Looking at K–12 transition in countries and systems that vary as broadly as this set enables common threads to stand out and divergent options to be noted.
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|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Specialist Studies in Education not elsewhere classified (130399)
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2015 Asian Development Bank|
|Copyright Statement:||Creative Commons Attribution 3.0 IGO license (CC BY 3.0 IGO)|
|Deposited On:||06 Jan 2016 00:21|
|Last Modified:||11 Jan 2016 05:28|
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