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This book focuses on the phenomenon of a '21st century curriculum'
and its role in preparing students for work and life in a rapidly
changing global knowledge society. Its context is the global and
diverse national influences on education policy agendas. The
central concepts in the academic literature that underpins the
phenomenon are globalisation, curriculum, and policy. The analysis
spans global influences on the development of '21st century
curriculum' policy, the construction of such policy at the national
and State levels in Australia, and the enactment of such policy in
three select case-study schools and in relation to which both
similarities and differences are identified. The global to local
span and the international relevance of the exposition are both
revisited to highlight major findings, to discuss them in relation
to recent literature and to offer propositions about '21st century
curriculum' development that are of wide interest and relevance.
Recommendations for policy and practice as well as possible future
directions for research in the field follow.
This book focuses on the phenomenon of a '21st century curriculum'
and its role in preparing students for work and life in a rapidly
changing global knowledge society. Its context is the global and
diverse national influences on education policy agendas. The
central concepts in the academic literature that underpins the
phenomenon are globalisation, curriculum, and policy. The analysis
spans global influences on the development of '21st century
curriculum' policy, the construction of such policy at the national
and State levels in Australia, and the enactment of such policy in
three select case-study schools and in relation to which both
similarities and differences are identified. The global to local
span and the international relevance of the exposition are both
revisited to highlight major findings, to discuss them in relation
to recent literature and to offer propositions about '21st century
curriculum' development that are of wide interest and relevance.
Recommendations for policy and practice as well as possible future
directions for research in the field follow.
This book analyses accountability and quality policies relating to
learning standards and examines their implications for assessment
in higher education. Whilst primarily focusing on the Australian
setting, this analysis is located within a broader frame of
reference that includes the United Kingdom (UK), the United States
of America (US), and the Organisation for Economic Cooperation and
Development (OECD). Across these settings, comparative measures of
learning have been seen as a policy 'solution' to the problem of
'proving quality' in a globalised and increasingly competitive
higher education market. Comparative measures of learning depend on
the specification of learning standards. Learning standards attempt
to articulate the capabilities expected of graduates, and students'
achievement of these is determined through the practices of
assessment carried out within institutions. Quality policy,
learning standards and assessment practices all intersect within
the broader umbrella of accountability, with relevance to
governments, higher education providers, employers, parents, and
students. The findings reported in this book highlight a number of
policy influences, including the rising demands for national and
international comparative data on learning standards to compare
quality and inform student choice in a globally competitive market.
This book explores the dynamics of curriculum policy processes
involved in the adoption, production and enactment of the
International Baccalaureate Primary Years Programme (IBPYP),
accredited by the International Baccalaureate Organization
(IBO). It addresses deficits in current literature and
provides insight into and the complexities involved within a
framework that takes cognisance of the relationships between
global, regional, national and local levels of education policy
processes. In doing so, it contributes to the current body of
research on international education, remote education and policy
processes. The IBPYP is one of the three programmes that go to make
up the increasingly popular suite of programmes offered by the IBO.
Given the exponential growth of international schools caused by an
ever changing globalized world and a mobile workforce,
international curriculum policy is becoming more complex. This has
lead to a recognition of the need for a range of policy analysis
studies in the field. The study presented in this book was
conceptualised in the light of such recognition. This relatively
uncharted field has been explored by focusing on one of the most
‘unusual’ settings. Accordingly, the adoption, production and
enactment of the IBPYO at three remote international schools has
been examined. The study also addresses how the phenomena of
‘international schools’ and ‘remote schools’ complement or
compete with, each other. This results in a better understanding of
the educational policies informing both ‘international schools’
and ‘remote schools’ and the interconnectivity that might exist
between them.
This book analyses accountability and quality policies relating to
learning standards and examines their implications for assessment
in higher education. Whilst primarily focusing on the Australian
setting, this analysis is located within a broader frame of
reference that includes the United Kingdom (UK), the United States
of America (US), and the Organisation for Economic Cooperation and
Development (OECD). Across these settings, comparative measures of
learning have been seen as a policy 'solution' to the problem of
'proving quality' in a globalised and increasingly competitive
higher education market. Comparative measures of learning depend on
the specification of learning standards. Learning standards attempt
to articulate the capabilities expected of graduates, and students'
achievement of these is determined through the practices of
assessment carried out within institutions. Quality policy,
learning standards and assessment practices all intersect within
the broader umbrella of accountability, with relevance to
governments, higher education providers, employers, parents, and
students. The findings reported in this book highlight a number of
policy influences, including the rising demands for national and
international comparative data on learning standards to compare
quality and inform student choice in a globally competitive market.
This book explores the dynamics of curriculum policy processes
involved in the adoption, production and enactment of the
International Baccalaureate Primary Years Programme (IBPYP),
accredited by the International Baccalaureate Organization (IBO).
It addresses deficits in current literature and provides insight
into and the complexities involved within a framework that takes
cognisance of the relationships between global, regional, national
and local levels of education policy processes. In doing so, it
contributes to the current body of research on international
education, remote education and policy processes. The IBPYP is one
of the three programmes that go to make up the increasingly popular
suite of programmes offered by the IBO. Given the exponential
growth of international schools caused by an ever changing
globalized world and a mobile workforce, international curriculum
policy is becoming more complex. This has lead to a recognition of
the need for a range of policy analysis studies in the field. The
study presented in this book was conceptualised in the light of
such recognition. This relatively uncharted field has been explored
by focusing on one of the most 'unusual' settings. Accordingly, the
adoption, production and enactment of the IBPYO at three remote
international schools has been examined. The study also addresses
how the phenomena of 'international schools' and 'remote schools'
complement or compete with, each other. This results in a better
understanding of the educational policies informing both
'international schools' and 'remote schools' and the
interconnectivity that might exist between them.
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