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Twenty-first century curriculum poli...

Kunhi, Zahira.

Twenty-first century curriculum policyinsights from Australia and implications globally /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Twenty-first century curriculum policyby Zahira Kunhi, Lesley Vidovich, Tom O'Donoghue.
Reminder of title:	insights from Australia and implications globally /
Author:	Kunhi, Zahira.
other author:	Vidovich, Lesley.
Published:	Cham :Springer International Publishing :2020.
Description:	ix, 181 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	EducationCurriculaAustralia.
Online resource:	https://doi.org/10.1007/978-3-030-61455-3
ISBN:	9783030614553$q(electronic bk.)

Twenty-first century curriculum policyinsights from Australia and implications globally /
Kunhi, Zahira.

Twenty-first century curriculum policyinsights from Australia and implications globally /[electronic resource] :by Zahira Kunhi, Lesley Vidovich, Tom O'Donoghue. - Cham :Springer International Publishing :2020. - ix, 181 p. :ill., digital ;24 cm.

1. Introduction -- 2. Background -- 3. Literature review -- 4. Theoretical and Methodological Considerations -- 5. Results (1) - National and State (WA) Level -- 6. Results at Micro (School) level - Case Study 1 -- 7. Results at Micro (School) level - Case Study 2 -- 8. Results at Micro (School) level - Case Study 3 -- 9. Meta-analysis -- 10. Conclusion, Implications and Recommendations.

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.

ISBN: 9783030614553$q(electronic bk.)

Standard No.: 10.1007/978-3-030-61455-3doiSubjects--Topical Terms:

881324
Education
--Curricula--Australia.

LC Class. No.: LB1564.A68 / K86 2020

Dewey Class. No.: 375.000994

Twenty-first century curriculum policyinsights from Australia and implications globally /
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245 1 0 $a Twenty-first century curriculum policy $h [electronic resource] : $b insights from Australia and implications globally / $c by Zahira Kunhi, Lesley Vidovich, Tom O'Donoghue.
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505 0 $a 1. Introduction -- 2. Background -- 3. Literature review -- 4. Theoretical and Methodological Considerations -- 5. Results (1) - National and State (WA) Level -- 6. Results at Micro (School) level - Case Study 1 -- 7. Results at Micro (School) level - Case Study 2 -- 8. Results at Micro (School) level - Case Study 3 -- 9. Meta-analysis -- 10. Conclusion, Implications and Recommendations.
520 $a 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.
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