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Key competences and new literaciesfrom slogans to school reality /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Key competences and new literaciesedited by Maria Dobryakova ... [et al.].
Reminder of title:	from slogans to school reality /
other author:	Dobriakova, M. S.
Published:	Cham :Springer International Publishing :2023.
Description:	vi, 426 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	EducationCross-cultural studies.Curricula
Online resource:	https://doi.org/10.1007/978-3-031-23281-7
ISBN:	9783031232817$q(electronic bk.)

Key competences and new literaciesfrom slogans to school reality /
Key competences and new literaciesfrom slogans to school reality /[electronic resource] :edited by Maria Dobryakova ... [et al.]. - Cham :Springer International Publishing :2023. - vi, 426 p. :ill. (some col.), digital ;24 cm. - UNIPA springer series,2366-7524. - UNIPA springer series..

Introduction: A global debate on new learning objectives -- Chapter 1 The world is changing, and education is changing with it -- Chapter 2 A framework of key competences and new literacies -- Chapter 3 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity -- Chapter 4 China: Cultivating a Fully Developed Person-'Moral, Intellectual, and Physically Healthy' -- Chapter 5 England: Knowledge, Competences and Curriculum Reform: Why the English Case Stands Out -- Chapter 6 Republic of Korea: Cultivating Key Competences -- Chapter 7 Finland: Improving Pupils' Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement -- Chapter 8 Poland: The Learning Environment That Brought about a Change -- Chapter 9 Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States -- Chapter 10 Russian Federation: at a conceptual crossroads -- Chapter 11 Pedagogical and school practices to foster key competences and domain-general literacy -- Chapter 12 A modern aspect of domain-general instrumental literacy: coding -- Chapter 13 How to Integrate New Literacy in the Curriculum - Example of Environmental Literacy -- Chapter 14 Conclusion: How countries reform their curricula to support the development of key competences.

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.

ISBN: 9783031232817$q(electronic bk.)

Standard No.: 10.1007/978-3-031-23281-7doiSubjects--Topical Terms:

939140
Education
--Curricula--Cross-cultural studies.

LC Class. No.: LB2806.15 / .K49 2023

Dewey Class. No.: 375.001

Key competences and new literaciesfrom slogans to school reality /
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505 0 $a Introduction: A global debate on new learning objectives -- Chapter 1 The world is changing, and education is changing with it -- Chapter 2 A framework of key competences and new literacies -- Chapter 3 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity -- Chapter 4 China: Cultivating a Fully Developed Person-'Moral, Intellectual, and Physically Healthy' -- Chapter 5 England: Knowledge, Competences and Curriculum Reform: Why the English Case Stands Out -- Chapter 6 Republic of Korea: Cultivating Key Competences -- Chapter 7 Finland: Improving Pupils' Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement -- Chapter 8 Poland: The Learning Environment That Brought about a Change -- Chapter 9 Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States -- Chapter 10 Russian Federation: at a conceptual crossroads -- Chapter 11 Pedagogical and school practices to foster key competences and domain-general literacy -- Chapter 12 A modern aspect of domain-general instrumental literacy: coding -- Chapter 13 How to Integrate New Literacy in the Curriculum - Example of Environmental Literacy -- Chapter 14 Conclusion: How countries reform their curricula to support the development of key competences.
520 $a 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.
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