Implementing Deeper Learning and 21st Century Education Reforms

1. Front Matter

   Pages i-viii

   PDF

2. In Search of a Twenty-First Century Education Renaissance after a Global Pandemic

   • Fernando M. Reimers

   Pages 1-37Open Access

3. Education Reform in Ontario: Building Capacity Through Collaboration

   • Taylor Boyd

   Pages 39-58Open Access

4. Singapore’s Teacher Education Model for the 21st Century (TE21)

   • Durgesh Rajandiran

   Pages 59-77Open Access

5. 2013 Mexico’s Education Reform: A Multi-dimensional Analysis

   • Paul Moch Islas, Anne K. Calef, Cristina Aparicio

   Pages 79-107Open Access

6. The Punjab Schools Reform Roadmap: A Medium-Term Evaluation

   • Rastee Chaudhry, Abdullah Waqar Tajwar

   Pages 109-128Open Access

7. Nurturing Every Learner’s Potential: Education Reform in Kenya

   • Jeļena Fomiškina, Eve Woogen, Ama Peiris, Somaia Abdulrazzak, Emma Cameron

   Pages 129-144Open Access

8. From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe

   • Djénéba Gory, Jayanti Bhatia, Venkatesh Reddy Mallapu Reddy

   Pages 145-169Open Access

9. Conclusions. Seven Lessons to Build an Education Renaissance After the Pandemic

   • Fernando M. Reimers

   Pages 171-198Open Access

10. Correction to: Implementing Deeper Learning and 21st Century Education Reforms

    • Fernando M. Reimers

    Pages C1-C1

This open access 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.

• Open Access
• Comparative education
• Education policy
• Education reform
• Politics of education
• Twenty-first century education
• Educating the whole child
• Curriculum reform
• Educational change
• Implementation of education change

• Harvard Graduate School of Education, Harvard University, Cambridge, USA

  Fernando M. Reimers

Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and Director of the Global Education Innovation Initiative and of the International Education Policy Masters Program at Harvard University. An expert in the field of Global Education, his research and teaching focus on understanding how to educate children and youth so they can thrive in the 21^st century. He is a member of UNESCO’s high-level commission on the Futures of Education.