Reorienting Secondary Education in Asia and the Pacific.

Institution	National Inst. for Educational Research, Tokyo (Japan).
Titel	Reorienting Secondary Education in Asia and the Pacific.
Quelle	(1995), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Curriculum Development; Educational Change; Educational Innovation; Educational Policy; Foreign Countries; International Education; Participative Decision Making; Policy Formation; Public Policy; School Restructuring; Secondary Education + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Instructional innovation; Bildungsinnovation; Politics of education; Bildungspolitik; Ausland; Internationale Erziehung; Politische Betätigung; Öffentliche Ordnung; Schulreformplan; Schulumwandlung; Sekundarbereich
Abstract	The National Institute for Educational Research (NIER), Tokyo (Japan) and the Asia-Pacific Centre of Educational Innovation for Development (APEID) of the United Nations Scientific, Cultural, and Educational Organization (UNESCO) organized a regional seminar to explore issues related to secondary education in Asia and the Pacific and to formulate a framework for international cooperative programs and innovative educational development in the region. Economic and political issues are of increasing importance, but participating nations agree on the importance of promoting basic education for all, even in the face of economic constraints. The problems facing education in Asia and the Pacific are of such magnitude that reorienting education in a systematic and purposeful way is a necessity. The initial focus of Seminar participants toward this goal was on the curriculum. Although the needs of countries in the region vary, some common features of successful educational restructuring are: (1) policy objectives are realistically and clearly articulated; (2) key interest groups are consulted and involved; (3) the role of teachers is recognized and supported; (4) time frames are realistic; (5) adequate resources are provided; and (6) policy reforms are monitored and evaluated properly. Recommendations and matters for consideration are summarized. Annexes list seminar participants, summarize the reports submitted by 16 participating nations, and list working group members. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC