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61 results out of 61 posts
  • Major Policies and Plans for 2011, Ministry of Education, Science, and Technology, Republic of Korea

    Published February 20, 2015, by Network on Education Quality Monitoring in the Asia-Pacific This policy document includes the major policies in education in the Republic of Korea. It includes policies in classroom teaching that focus on starting creative classes and vitalizing creative hands-on activities. Also, the policies include plans to strengthen the grading system and career education to promote changes in classes, which has implications for the evaluation […] 0 Comments

  • ERI-Net Phase 1 Country Report: Shanghai (China)

    ERI-Net Phase 1 Country Report: Shanghai (China)

    Published February 12, 2015, by Takero Inoue China has a long tradition of respect for and strong belief in education. In eyes of the western foreigners, Chinese students are rote learners and good at memorization while Chinese teachers always stick to the pedagogic creed, namely “practice makes perfect”. However, the results of Programme for International Student Assessment (PISA) 2009 really dazzled the […] 0 Comments

  • ERI-Net Phase 1 Country Report: Philippines

    ERI-Net Phase 1 Country Report: Philippines

    Published February 12, 2015, by Takero Inoue The Research examined the educational policies and curriculum frameworks to find out whether non-cognitive skills/transversal skills are embedded in the Philippine curriculum framework and to find out whether non-cognitive skills are clearly articulated and translated into actual teaching practice. The study further looked into the general achievements in Values Education over the years and the […] 0 Comments

  • ERI-Net Phase 1 Country Report: Thailand

    ERI-Net Phase 1 Country Report: Thailand

    Published February 12, 2015, by Takero Inoue As an attempt to strengthen the human resource base of Thailand and support overall development of Thai people, the 1999 National Education Act, a master legislation on education in the country, has placed the holistic reform of education on Thailand’s national agenda. This legislation constitutes to be a force in Thailand’s educational system, and its […] 0 Comments

  • ERI-Net Phase 1 Country Report: Japan

    ERI-Net Phase 1 Country Report: Japan

    Published February 4, 2015, by Takero Inoue As we enter the 21st century, Japan is not an exception in facing rapid social changes in knowledge-based society, and thus, it is considered vital for young generation to develop relevant skills and competencies to cope with ever changing environment. Along with the concept of “Zest for Living”, promoting balance between academic knowledge, morals, and […] 0 Comments

  • ERI-Net Phase 1 Country Report: Republic of Korea

    ERI-Net Phase 1 Country Report: Republic of Korea

    Published February 4, 2015, by Takero Inoue Enhancing character competencies is particularly needed in the current Korean educational system, which struggles with school violence and an increased rate of teenage suicide. Revising the national curriculum and freshly announcing it is an expression of national will to apply the strong educational policies to all teachers. The educational goals from elementary school education to […] 0 Comments

  • ERI-Net Phase 1 Country Report: Mongolia

    ERI-Net Phase 1 Country Report: Mongolia

    Published February 4, 2015, by Takero Inoue Many countries in the Asia-Pacific region are increasingly emphasizing the importance of integrating the formation of transversal/non-cognitive skills in schools in order to help develop students in a more holistic manner. This issue is particularly relevant in the Asia-Pacific region where many education systems have been focusing on the acquisition of knowledge and some academic […] 0 Comments

  • ERI-Net Phase 1 Country Report: Malaysia

    ERI-Net Phase 1 Country Report: Malaysia

    Published February 4, 2015, by Takero Inoue Education in Malaysia has undergone several phases of development since we gained independence in 1957. The main focus of education in the post-independence years was on nation building and uniting the different ethnic groups in Malaysia to establish a common national identity. Currently, the national education system is going through a reformation to ensure that […] 0 Comments

  • ERI-Net Phase 1 Country Report: India

    ERI-Net Phase 1 Country Report: India

    Published February 4, 2015, by Takero Inoue India is a land of contrasts. On one hand it has some of the finest schools capable of making an international mark, on the other hand, many of its rural schools lack basic infrastructure. The context is complex; the task is challenging and needs for reform is urgent. With a population of nearly 1.27 billion […] 0 Comments

  • ERI-Net Phase 1 Country Report: Hong Kong (SAR, China)

    ERI-Net Phase 1 Country Report: Hong Kong (SAR, China)

    Published February 4, 2015, by Takero Inoue The authors reviewed policy documents and statements relating to “non-cognitive skills” although this term is not used in Hong Kong. We found that in the schools sector Hong Kong’s educational reform that was initiated in 2000 contained what was called “generic skills” that were designed to go across the whole academic curriculum from K-9. In […] 0 Comments

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