Catálogo de publicaciones - libros

The chapters in this section are divided into three broad categories: (1) those dealing with macro educational change at the societal level (2) those relating to large scale initiatives based on particular reform strategies (3) those pertaining to fundamental transformations of professional development strategies, indeed to fundamental reform in the profession of teaching itself.

This chapter focuses on how schools could function as places where students become proficient in all aspects of knowledge, including its creation. Traditional forms of knowledge are inadequate because they are based on “mental filing cabinets”. New conceptions are based on enabling learners to construct knowledge drawing on a range of information enabling them to obtain greater depths of understanding which they can apply in new situations.

New models of learning are radically changing our conception of education. Education for human development in the learning society requires collaborative learning and involves focusing on knowledge-building. These changes arise from shifts in educational goals, from increasing diversity of populations, and from new conceptions in learning and knowledge. Life long learning, schools as learning organizations, and the integration of schools into a broader community that promotes learning will be required for human development in the information age.

New professional learning “networks” are expanding which link people together for common purposes of learning. These networks typically involve a sense of shared purpose, psychological support, voluntary participation and a facilitator. A number of specific networks are described. Analysis shows that networks have great power, but they are also fragile, necessitating continuous negotiation of tensions.

This chapter explores Japan’s education reforms in the 1980s and 1990s. The present school system was built to promote Japan’s industrialization, and has now become obsolete. The thrust of education reform over the past decade has been how to diversify schools away from uniformity and rigidity. Strategies include: introducing new curricula, implementing innovative high schools, and increasing the autonomy of universities to improve curriculum, teaching and research.

This chapter takes the British case as an example of how national and local policies affect educational reform. Factors affecting school performance and reviewed strategies for improvement are considered in terms of a policy framework that combines elements of pressure and support. The roles of both individual and local governments are outlined with a view to establishing combined strategies for educational reform.

This chapter examines the Improving the Quality of Education for All (IQEA) model used in England to help schools develop the internal capacity to engage in continuous development. It identifies the key dimensions of external support required for school development. The outcomes arising from IQEA are considered in relation to the model and its underlying strategies.

This chapter focuses on the development of school administration in Russia. The process of decentralization is experienced in terms of the difficulties and tensions involved in moving from a previously hierarchical system to one involving more school-based autonomy. Regional and local differences are identified as the process of decentralization evolves in Russia.

The Accelerated Schools Project is designed to create schools that provide enriched and accelerated learning opportunities for all students throughout the curriculum. This chapter assesses the first decade of Accelerated Schools which has grown from two pilot schools in 1986 to almost 1000 schools in 1996. The key factors and changes in the development of the project are considered in light of the lessons learned in making sense of large scale change.

This chapter represents a case study of the National Schools Project in Australia. The difficulty of sustaining national alliances among government, unions and schools is considered. The lessons for addressing systemic reform are identified in terms of the interplay of regulator frameworks and the requirements of restructuring, instructional improvement and workplace conditions at the school level.