Suchergebnisse

La educación en América Latina transcurre entre las enormes esperanzas que en sus maestras tienen los estudiantes y lo poco que estos mismos estudiantes aprenden en la escuela. Revertir esta situación requerirá desarrollar las competencias pedagógicas de los docentes, pues ahí está la clave para permitir a las niñas y a los niños aprender en profundidad contenidos significativos que les permitan cambiar sus opciones en la vida, concentrándose particularmente en aquellos estudiantes cuyos padres tienen los más bajos niveles educativos. Centrarse en la buena enseñanza requiere alinear los objetivos del currículo con los propósitos de la educación y crear las condiciones para apoyar a las maestras y a estudiantes en el logro de estos objetivos. Crear estas condiciones a su vez requerirá utilizar el mejor conocimiento disponible sobre cómo promover el aprendizaje, invertir en generar conocimiento específico en contextos particulares y difundir este conocimiento de forma que él mismo mejore la comprensión pública sobre cómo promover el éxito académico de los estudiantes y contribuir a desarrollar una nueva cultura educativa en la región.

Este articulo presenta un breve resumen de los resultados de las investigaciones efectuadas por el autor sobre el impacto de los programas de ajuste estructural, implementados en los paises latinoamericanos en la decada pasada, sobre la contraccion del financiamiento de la educacion

Este trabajo examina los efectos de la politica economica en los niveles del gasto publico en educacion en America Latina en la decada pasada, en la que muchos paises de la region implementaron programas de estabilizacion. La dinamica del proceso de ajuste se estudia en detalle para el caso de Venezuela. Los resultados indican que el rumbo impuesto ha llevado a reducciones en el presupuesto publico sectorial, en terminos absolutos y relativos, con el deterioro consiguiente en el desempeno del sistema educativo

Chapter 1. From Loss to Hope. Paradoxical educational effects of the COVID-19 pandemic (Fernando M. Reimers) -- Chapter 2. Brazil. How two municipalities achieved above-average results in reading in the early years of elementary school during the Covid-19 pandemic (Carlos Palacios, Alicia Bonamino) -- Chapter 3. Post-pandemic crisis in Chilean education.The challenge of re-institutionalizing school education.(Cristián Bellei) -- Chapter 4. The Switch toDistance Teaching and Learning in Finland During the COVID-19 Pandemic(2020–2022) Went Technically Well but was Emotionally Challenging (Katariina Salmela-Aro and Jari Lavonen) -- Chapter 5. What Japan's education has lost and gained after almost succeeding in preventing the spread of infection and guaranteeing academic achievement?(Kan Hiroshi) -- Chapter 6. Understanding potential causes of learning loss in Mexico: Teachers´ perceptions regarding educational challenges during the COVID-19 pandemic (SergioCárdenas, Ignacio Ruelas, and Edson Sánchez) -- Chapter 7. The Fragility of the Norwegian Policy Response: How Relying on Digital Infrastructure and Local Autonomy Led to an Increase in Inequality in Education(Marte Blikstad-Balas) -- Chapter 8. Re-framing schools: what has been learned and remains in the post-covid period(Estela Costa & Mónica Baptista) -- Chapter 9. Pandemic lessons: Story of cooperation and competition in Russian education(Anastasia A. Andreeva, Diana O. Koroleva, Sergei G. Kosaretsky, and Isaak D. Frumin) -- Chapter 10. Singapore's endemic approach to education: Re-envisioning schools and learning(Oon Seng Tan, Jallene Jia En Chua) -- Chapter 11. Reforming education in times of pandemic: The case of Spain(Alejandro Tiana-Ferrer) -- Chapter 12. Fragility compounded: the state of the south african educational system in the aftermath of covid-19(Crain Soudien, Vijay Reddy and Jaqueline Harvey) -- Chapter 13. Leaning into the Leapfrog Moment: Redesigning American Schools in a Post-Pandemic World(R. Lennon Audrain & Carole G. Basile).

This open access book presents a comparative study on how large-scale professional development programs for teachers are designed and implemented. Around the world, governments and educators are recognizing the need to educate students in a broad range of higher order cognitive skills and socio-emotional competencies, and providing effective opportunities for teachers to develop the expertise needed to teach these skills is a crucial aspect of effective implementation of curricula which include those goals. This study examines how large-scale efforts to empower teachers for deeper instruction have been designed, how they have been implemented, and their outcomes. To do so, it investigates six programs from England, Colombia, Mexico, India, and the United States. Though all six are intended to broaden and deepen students' curricular aspirations, each takes this expansion of curricular goals in a different direction. The ambitious education reforms studied here explicitly focus on building teachers' capacity to teach on a broader set of goals. Through a discerning analysis of program documents, evaluations, and interviews with senior leaders and participants in the programs, the book identifies the various theories of action used in these programs, examines how they were implemented, and discusses what they achieved. As such, it offers an indispensable resource for education leaders interested in designing and implementing professional development programs for teachers that are aligned with ambitious instructional goals.

This open access book addresses how to help students find purpose in a rapidly changing world. In a probing and visionary analysis of the field of global education Fernando Reimers explains how to lead the transformation of schools and school systems in order to more effectively prepare students to address today's' most urgent challenges and to invent a better future. Offering a comprehensive and multidimensional framework for designing and implementing a global education program that combines cultural, psychological, professional, institutional and political perspectives the book integrates an extensive body of empirical literature on the practice of global education. It discusses several global citizenship curricula that have been adopted by schools and school networks, and ties them into an approach to lead school change into the uncharted territory of the future. Given its scope, the book will help teachers, school and district leaders tackle the change management needed in order to introduce global education, and more generally increase the relevancy of education. In addition, the book offers a "bridge" for more productive collaboration and communication between those who lead the process of educational change, and those who study and theorize this important work. At a time when the urgency of our shared global challenges calls for more understanding and collaboration and when the rapid transformation of societies requires that we help students develop a clear sense of relevancy and purpose, this book offers a way to pursue deep and sustainable change in instruction and school culture, so that students learn that nothing human is foreign and that they can find meaning in lives aligned with audacious purposes to make the world better.

This chapter draws out seven lessons from the cross-country analysis of the six reforms studied in this chapter. These are: Lesson 1. The power of complex mindsets about education reform. The six reforms all reflect reliance on the worldviews presented in the five frames of reform: cultural, psychological, professional, institutional and political. Those that have been sustained relied on insights from more of these five frames than those that were short lived. Lesson 2. Implementation matters considerably. The chapter discusses how the implementation process in effect recreates a reform, and how the development of an operational strategy defining the details of reform is what in the end most matters to the success of reform. The chapter discusses how the six reforms produced rather distinct operational strategies of seemingly similar components of the reform such as the learning goals for students or teacher professional development. Implementation strategies are also based on implicit theories of how organizations work, and the chapter explains the usefulness of a developmental theory of how organizations evolve to designing strategies that are aligned with the functionings that are possible in a given developmental stage, while also helping the organization evolve towards higher levels of functioning. Lesson 3. The need for operational clarity. People can't execute what they don't understand, and a reform must be able to translate goals into clear objectives and reform components into clear tasks which can be widely communicated and understood, as well as tracked to discern improvement and course correct when necessary. Lesson 4. Large scale reform is a journey: Coherence, Completeness and the Five Frames. The chapter explains how using the five dimensional theory of educational change can support coherence and completeness in a reform. Lesson 5. Sequencing, pacing and the importance of first steps. An operational strategy needs to be sequenced attending to ambition of goals, to existing levels of capacity ...

The COVID-19 Pandemic renewed interest on the question of what goals should be pursued by schools in a world rapidly changing and uncertain. As education leaders developed strategies to continue to educate during the Pandemic, through alternative education arrangements necessitated by the closure of schools, the question of re-prioritizing curriculum became essential. In addition, the anticipated disruptions and impacts that the Pandemic would cause brought the question of what capacities matter to the fore. This chapter reviews the history of mass education and examines the role of the United Nations and other international organizations advocating for schools to educate the whole child and to cultivate the breath of skills essential to advance individual freedoms and social improvement. The chapter makes the case that the aspiration to cultivate a broad range of competencies is not only necessary to meet the growing demands of civic and economic participation, but also critical to close opportunity gaps. The development of a science of implementation of system level reform to educate the whole child is fundamental to close the growing gap between more ambitious aspirations for schools and the learning opportunities that most children experience and that are at the root of their low levels of knowledge and skills as demonstrated in international comparative assessments. Implementation strategies need to take into account the stage of institutional development of the education system, and align the components and sequence of the reform to the existing capacities and structures, while using the reform to help the system advance towards more complex forms of organization that enable it to achieve more ambitious goals. The chapter makes the case for examining the implementation of large scale reforms in countries at varied stages of educational development in order to overcome the limitations of the current knowledge base that relies excessively on the study of a narrow range of countries at similar levels of ...