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Title Key competences and new literacies : from slogans to school reality / Maria Dobryakova, Isak Froumin, Kirill Barannikov, Gemma Moss, Igor Remorenko, Jarkko Hautamäki, editors
Published Cham, Switzerland : Springer International Publishing AG, [2023]

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Description 1 online resource (vi, 426 pages) : illustrations (some color)
Series UNIPA Springer Series
UNIPA Springer series.
Contents Intro -- Contents -- 1 Introduction -- 1.1 A Global Debate on New Learning Objectives -- 1.2 Acknowledgements -- 1.3 Report Framework -- 1.3.1 What Makes This Report Different -- 1.3.2 Structure of the Report -- 1.3.3 Main Takeaways -- 1.3.4 How This Report Was Written and Who Are the Authors -- References -- 2 The World Is Changing, and Education Is Changing with It -- 2.1 Megatrends -- 2.2 The Changing Labor Market -- 2.3 Refraction of Global Trends in Education -- 2.4 How Does Education React to These Trends and Demands? -- References -- 3 A Framework of Key Competences and New Literacies
3.1 Competence Frameworks: An Overview of Approaches -- 3.2 How a Combination of Knowledge, Skills, and Attitudes Develops into a Competence -- 3.3 Our Framework: The Components -- 3.3.1 Key Competences -- 3.3.2 Literacy -- 3.4 The "Big Picture" of Our Framework -- References -- 4 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity -- 4.1 Introduction -- 4.2 State of Education in Canada -- 4.3 How Does Canadian Education Work? -- 4.3.1 Diversity -- 4.4 State of Education in Ontario -- 4.4.1 Educational Improvement Processes
4.4.2 Provincial Standards for Improving Student Skills -- 4.5 Twenty-First Century Competences -- 4.5.1 Pan-Canadian Competency Frame -- 4.5.2 Ontario 6C Model -- 4.6 Competences Applied -- 4.6.1 Competences in Kindergarten and Elementary Schools -- 4.6.2 Competences in Secondary Schools -- 4.6.3 Specialist High Skills Major (Grades 11 and 12) -- 4.6.4 Informal Education -- 4.6.5 Special Education -- 4.7 Measuring and Assessing Twenty-First Century Competences -- 4.7.1 Education Quality and Accountability Office -- 4.7.2 Implementation of Provincial Directives in Schools and School Systems
4.8 Teacher Development and the Role of Leaders: Teachers and Leaders Continually Learn from Each Other -- 4.8.1 Professional Learning for Teachers: The Idea Is for Schools to Recognize that "Learning Is Voluntary but Inevitable" -- 4.8.2 Evidence-Based Developments in Teaching and Learning Approaches -- 4.8.3 The Role of Leaders: Leadership Has Made an "Undeniable" Difference in Ontario -- 4.8.4 Collaborative Efforts Between Teachers and Leaders -- 4.9 Community and Stakeholder Engagement: Stakeholder Engagement Has Been a Source of Strength and Support -- 4.9.1 Public Engagement Efforts
4.9.2 Establishing the EQAO: Tests Would Be Fair and Data Would Be Used to Support Improvement, not Make Judgments -- 4.9.3 Engaging with Parents: Parents Are Essential Partners -- 4.9.4 Citizen Groups -- 4.9.5 Achieving Excellence Report -- 4.10 Twenty-First-Century Skills and Industry Needs -- 4.10.1 Twenty-First Century Skills for the Changing Workplace -- 4.10.2 Implications for Education -- 4.11 Twenty-First Century Competences Implementation Best Practices -- 4.11.1 New Roles in Learning -- 4.11.2 The Role of Technology: Digital Spaces for Educators
Summary This edited book is a unique comprehensive discussion of 21st century skills in education in a comparative perspective. It presents investigation on how eight very different countries (China, Canada, England, Finland, Poland, South Korea, the USA and Russia) have attempted to integrate key competences and new literacies into their curricula and balance them with the acquisition of disciplinary knowledge. Bringing together psychological, sociological, pedagogical approaches, the book also explores theoretical underpinnings of 21st century skills and offers a scalable solution to align multiple competency and literacy frameworks. The book provides a conceptual framework for curriculum reform and transformation of school practice designed to ensure that every school graduate thrives in our technologically and culturally changing world. By providing eight empirical portraits of competence-driven curriculum reform, this book is great resource to educational researchers and policy makers.
Bibliography Includes bibliographical references
Notes Description based on online resource; title from digital title page (viewed on September 28, 2023)
Subject Education -- Curricula -- Cross-cultural studies
Vocational education -- Cross-cultural studies
Currículums (Ensenyament)
Orientació professional.
Anàlisi transcultural.
Genre/Form Llibres electrònics.
Form Electronic book
Author Dobri︠a︡kova, M. S., editor.
Froumin, Isak D., editor.
Barannikov, Kirill, editor
Moss, Gemma, editor
Remorenko, Igor, editor
Hautamäki, Jarkko, editor.
ISBN 9783031232817
303123281X