Transitions to K–12 Education Systems: Experiences from Five Case Countries
Asian Development Bank | December 2015
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 (i) align the education system with macro policies,
(ii) view transition to K–12 as part of a package of reforms, (iii) prioritize improving student learning, (iv)
consider teacher development as critical, (v) avoid high-stakes examinations, and (vi) focus on higher order
curriculum and assessments.
Citation
Asian Development Bank. 2015. Transitions to K–12 Education Systems: Experiences from Five Case Countries. © Asian Development Bank. http://hdl.handle.net/11540/5292. License: CC BY 3.0 IGO.PDF ISBN
978-92-9257-257-0
Print ISBN
978-92-9257-256-3
Keywords
Public Education
Parent Education
Equity In Education
Educational Policies
Educational Reforms
Quality Education
Levels Of Education
Basic Education
Out of school education
Alternative education
Educational policy
Educational planning
Educational aspects
Higher education institutions
Economics of education
Educational theory
Education
Educational change
Capitalism and education
Counseling in higher education
Educational innovations
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http://hdl.handle.net/11540/5292Metadata
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