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This volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. It will be a resource for academics, researchers, and advanced students of education.
List of contents
Introduction— Contextualising global flows of competency-based education: polysemy, hybridity and silences 1. Transnational competence frameworks and national curriculum-making: the case of Sweden 2. The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for change 3. Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian Federation 4. Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008–2019) 5. Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States 6. 21st century skills in the United States: a late, partial and silent reform 7. What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo 8. Imagining globally competent learners: experts and education policy-making beyond the nation-state
About the author
Kathryn Anderson-Levitt, Professor Emerita of Anthropology at the University of Michigan–Dearborn, USA, also taught in UCLA’s Department of Education 2011–2019. Her books include Teaching cultures (2002), and Local meanings, global schooling (2003).
Meg P. Gardinier is a global education policy researcher, instructor, and manager. She has published on issues such as education in post-communist Albania; teachers as agents of change; and the policy influence of the OECD. She is currently based in Washington DC.
Summary
This volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. It will be a resource for academics, researchers, and advanced students of education.
