Curriculum Innovations in Changing Societies: Chinese by Kerry J. Kennedy (auth.), Edmond Hau-Fai Law, Chenzhi Li

By Kerry J. Kennedy (auth.), Edmond Hau-Fai Law, Chenzhi Li (eds.)

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Extra info for Curriculum Innovations in Changing Societies: Chinese Perspectives from Hong Kong, Taiwan and Mainland China

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24). There are many similarities here – lifelong learning, the dominance of information technology, the focus on learning. All of this was driven by a common theoretical rationale that accounts for the pervasiveness of reform. At the same time in Hong Kong there were quite distinctive reasons driving the reform effort and these interacted with the more general rationale. In what follows, both the common rationale and local reasons for reform will be discussed. REGIONAL EDUCATION REFORM – THE ‘NEW ECONOMICS’ AS A COMMON MOTIVATOR I have discussed in a number of places the economic motives for educational reform in the Asia Pacific region (Kennedy & Lee, 2010; Kennedy, 2007, Kennedy, 2005).

20). It draws from the broadest conceptions of progressivist teaching and learning principles. Its emphasis is not so much “child-centred” progressivism but rather social efficiency that focuses on the role of schooling in the provision of a skilled workforce. Sargent (2006, p. 10), writing on curriculum reform agenda in China, made a similar point, “education policy officials in China use this language of progressivist ideology and weave it seamlessly into functionalist rhetoric about the need for a labor force that is capable 44 TRANSFORMATIONAL ISSUES IN CURRICULUM REFORM Social development ECONOMIC DEVELOPMENT Personal growth & development LEARNING Figure 2.

After 10 years of implementation, most participants have developed rational and holistic perceptions toward the new curriculum policy. Most have formed a profound understanding of the ideas in change and its realty. They are able to identify the substantive conflicts and “deeper relationships” of constraints in the implementation of new curriculum policy. These changes indicate that, not only would the attitudes change, people’s perceptions will also develop as they accumulate experience. Change of actions: From surface-level attempts to core and substantial innovations.

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