Transitions to K–12 Education Systems: Experiences from Five Case Countries
Transitions to K–12 Education Systems: Experiences from Five Case Countries
复制标题
向 K-12 教育体系的过渡：五个案例国家的经验
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
H. Pillay
中科院分区：
文献类型：
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作者：
Jouko Sarvi;F. Munger;H. Pillay
目前，140多个国家提供学前教育，或正在过渡到学前教育的国际标准，即从幼儿园到年级
Currently more than 140 countries offer, or are in transition to, what has become the international norm for pre-tertiary education, namely a kindergarten through grade
12 (K–12) school education system—kindergarten because of the preponderance of research asserting the long-term learning and social benefits of school readiness programs;
and 12 years of primary and secondary schooling due to the time needed to acquire the knowledge and skills sets necessary for 21st century university education, postsecondary training, or decent1 work. This desk study2 conveys the experiences of four countries and one province in preparing and implementing a transition to a K–12 school education system: Mongolia, Ontario (Canada), the Philippines, Poland, and Turkey. Looking at K–12 transition
in countries and systems that vary as broadly as this set enables common threads to stand out and divergent options to be noted.