Download Citizenship Curriculum in Asia and the Pacific by Kerry J. Kennedy (auth.), David L. Grossman, Wing On Lee, PDF

By Kerry J. Kennedy (auth.), David L. Grossman, Wing On Lee, Kerry J. Kennedy (eds.)

Based on case reviews of eleven societies within the world’s so much dynamic sector, this publication signs a brand new course of analysis on the intersection of citizenship schooling and the curriculum. Following their profitable quantity, Citizenship schooling in Asia and the Pacific: recommendations and matters (published as No. 14 during this series), the editors, commonly considered as leaders within the box within the Asia-Pacific zone, have long gone past huge citizenship schooling frameworks to check the realities, tensions and pressures that effect the formation of the citizenship curriculum. bankruptcy authors from diversified societies have addressed basic questions: (1) how is citizenship schooling featured within the present curriculum reform schedule when it comes to either coverage contexts and values; and (2) to what volume do the reforms in citizenship schooling mirror present debates in the society? From comparative research of those eleven case reports the editors have stumbled on a fancy photo of curriculum reform that shows deep tensions among worldwide and native agendas. On one hand, there's monstrous proof of an more and more universal coverage rhetoric within the debates approximately citizenship schooling. at the different, it really is glaring that this discourse doesn't inevitably expand to citizenship curriculum, which in such a lot areas remains to be developed in line with designated social, political and cultural contexts. even if the point of interest is on Islamic values in Pakistan, an rising discourse approximately chinese language ‘democracy’, a nostalgic conservatism in Australia, or a continuous nation-building undertaking in Malaysia – the situations convey that particular social values and ideologies build nationwide citizenship curricula in Asian contexts even during this more and more globalized era.

This outstanding choice of case experiences of a various team of societies informs and enriches realizing of the complicated dating among citizenship schooling and the curriculum either domestically and globally.

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New approaches to learning are seen to be an essential prerequisite if the needs of the new economy are to be met. No matter how well-developed education systems are, if they are characterised by traditional academic curriculum, traditional forms of rote learning, traditional examination based assessment practices, they are not likely to produce citizens who can contribute to a new ideas based economy. This is a fundamental plank in current curriculum reform agendas in those parts of Asia where further development is premised on technology-driven economic development.

Lifelong Learning and All-round Development” is our expectation of everyone in this era. Education is infinitely important for everyone. (Para. 3) The development of citizenship curriculum in Hong Kong has to be understood within this multifaceted context of change in Hong Kong. Citizenship education has become a contentious topic since the change of sovereignty was confirmed in 1984 by the Joint Lee 31 Declaration of the British and Chinese governments. Before the handover in 1997, debates and discussions pervaded society over how citizenship education should be develop thereafter.

Yet in the future, all citizens will need to have knowledge, skills and dispositions that will enable them to engage with civic issues. The kind of assessment associated with the reforms can achieve this objective because it is focused on the individual, but external tests imposed on schools for accountability purposes cannot. Aggregated data might provide indicators of system level learning, but they cannot help individuals to learn. Assessment needs to provide feedback to individuals so that they can improve their learning and, unless it does this, learning becomes defined by test results.

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