Stevenson, R. B., Nicholls, J., & Whitehouse, H. (2017). What Is Climate Change Education? Curriculum Perspectives, 37(1), 67-71. doi:10.1007/s41297-017-0015-9

 

OECD (2018) Programme for International Student Assessment (PISA) Results from PISA 2018. Available from: https://www.oecd.org/pisa/publications/PISA2018_CN_QCI.pdf [Accessed 28 October 2021].

The Finnish education system has reformed  vastly in the last 50 years, particularly since 1972 when it implemented a new education system (periskoulu) - the one that is still practiced today. This system tackled the nationwide inequity in education, it improved teaching and learning by training all teachers to differentiate their practice to meet the needs of all learners. Students in the teacher education program represent the top 10 percent of Finland's high school graduates and need to finish a 5-year master's degree to complete the program (Hancock, 2011).
Educators in Finland do not believe that frequent testing and stronger accountability will increase student learning. Thus, standardized tests are not used in Finland to rank students or schools.

Hancock, L. (2011) Why are Finland's Schools Successful? Available From: www.smithsonianmag.com/people-places/Why-Are-Finlands-SchoolsSuccessful.html [Accessed 31 October].

OECD (2018) Programme for International Student Assessment (PISA) 2018. Available From: https://www.oecd.org/pisa/publications/PISA2018_CN_FIN.pdf [Accessed 31 October 2021].

By being identified as one of the best performing education system, Singapore as been place as a new ‘reference society’ to which other country policy-makers will be looking at to borrow ‘best’ educational policies and practices to the achievement level of their countries (Deng and Gopinathan, 2016).

Deng, Z. and Gopinathan, S. (2016) PISA and high-performing education systems: Explaining Singapore’s education success. Comparative Education, 52(4), pp.449-472.

OECD (2018) Programme for International Student Assessment (PISA) 2018. Available from: www.oecd.org/pisa/publications/PISA2018_CN_SGP.pdf [Accessed 31 October 2021].


FROM Aurore Lecorche-Hanniquet

were directly confronted with the difficult question of establishing the 

right balance between promoting Oriental culture and Western science 

which can be equated with the choice between, on the one hand, 

preserving and promoting indigenous culture and, on the other, 

imposing the colonial culture. The Funds for education were to be used mainly to promote the spread of 

European science and literature through the medium of the English language" (Tivassen, 2007, p. 89).

Tirvassen, R. (2007) The Mauritian Education System: Was there a will to Anglicize it?, Education Research and Perspectives, 34 (1), pp. 88-113.

in the Russian Federation

Official website, 24 October. Available from 

However, there have been many modifications to the Norwegian school system in recent times, primarily through the impact of global organisations, particularly the OECD (Hovdenak and Stray, 2015, as cited by Hilt et al; 2018). These global influences have encouraged major transformation of the school system in the shape of the Knowledge Promotion reform, which creates accountability at individual and organisation levels, employing a national framework that determines competence in the curriculum rather than the content (Dale et al; 2011, as cited by Hilt et al; 2008).

These policy reforms, introduced over time since the 1980s, suggest that neoliberalism is taking hold within the Norwegian education system, with the need to compete on the global stage in knowledge economy, a system whereby consumption and production is centred on intellectual capital,  at the expense of social democratic values through basing knowledge policy on international trends (Hilt et al; 2018).

References
Hilt, L,T, Riese, H, and Søreide  G, E. (2019) Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context, Journal of Curriculum Studies, 51(3), pp.384-402, DOI: 10.1080/00220272.2018.1502356.

Payne, J. (2002) A tale of two curriculums: Putting the english and norwegian curriculum models to the test of the ‘high skills’ vision. Journal of Education and Work, 15(2), pp.117–143.DOI: 10.1080/13639080220137807.

Bradshaw, J., Keung, A., Rees, G. and Goswami, H., (2011) Children's subjective well-being: International comparative perspectives. Children and youth services review, 33(4), pp.548-556.

doi:10.1016/j.childyouth.2010.05.010 

ALL

 LEARNERS

Two key takeaways from General Comment No. 4 are 

central to this report. First, as the description of the 

requirements makes clear, inclusive education involves a 

process that contributes to the goal of social inclusion. 

The attainability of this goal should not affect the 

resolve of those responsible for implementing this 

process or those holding them accountable for fulfilling 

their commitment. Inclusive education should embody 

the principles of dialogue, participation and openness, 

bringing all stakeholders together to resolve emerging 

tensions and dilemmas. Decisions should be based on 

human dignity, without compromising, discounting or 

diverting from the long-term ideal of inclusion.

At the same time, the efforts of policymakers and 

educators should not override the needs and preferences 

of those affected. Beyond upholding the fundamental 

human rights and principles that provide moral and 

political direction for education decisions, fulfilling 

the inclusive ideal is not trivial. Delivering sufficient 

differentiated and individualized support requires 

perseverance, resilience and a long-term perspective. 

The academic achievement and academic 

self-concept of deaf and hard-of-hearing primary school 

students who transitioned into mainstream schools 

decreased, compared with peers who remained in special 

schools 

(Mulat et al., 

2018)