Transitions to K–12 Education Systems: Experiences from Five Case Countries

Asian Development Bank (adb), Asian Development Bank (adb) (), Asian Development Bank (adb) and Asian Development Bank (adb)
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Asian Development Bank (adb): Sustainable Development and Climate Change Department, ADB
Asian Development Bank (adb): Sustainable Development and Climate Change Department, ADB

No RPT157783-2, ADB Reports from Asian Development Bank (ADB)

Abstract: With more than 140 countries currently offering or in transition to a kindergarten through grade 12 (K–12) school education system, this desk study explored the experiences of four countries—Mongolia, Philippines, Poland, and Turkey—and one Canadian province, Ontario, in preparing and implementing K–12 systems. Lessons learned from the five diverse jurisdictions are (a) align the education system with macro policies, (b) view transition to K–12 as part of a package of reforms, (c) prioritize improving student learning, (d) consider teacher development as critical, (e) avoid high-stakes examinations, and (f) focus on higher order curriculum and assessments.

Keywords: education; basic education; K-12; K1-12; K-12 and transition; 12 year education; twelve year education; senior highschool; twelfth grade education; grade 12; 12-year education; basic education and Mongolia; basic education and Philippines; basic education and Canada; basic education and Poland; basic education and Turkey; Jouko Sarvi; Fredi Munger; and Hitendra Pillay (search for similar items in EconPapers)
Pages: 72 pages
Date: 2015-12
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