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Essay / Research Paper Abstract
This is a 16 page paper on education reform in Lithuania, Japan and Canada. The paper includes an outline and summary/introduction as well. Within the last decade, the countries of Lithuania, Japan and Canada have seen a great many education reforms. While in some cases, there are similar characteristics and trends in the reforms, in other cases, the reforms are considerably different. Since its independence, Lithuanian education reform has focused a great deal on renewing the curriculum to do away with all of the Soviet ideologies, creating an educational system which is similar and competitive with the European market yet also allow for autonomy of institutions for research and education which they were denied in the Soviet era. Japanese reforms have led to a system where the teachers and students are less reliant on a standard and limited curriculum and instead has recently emphasized less stress within the educational environment, shorter school weeks and hours spent in school and more emphasis on “integrated learning” where students are taught how to learn. Within the last two decades in Canada, education reform has undergone several processes. Some of the earlier processes were similar to those within Lithuania and Japan in regards to an integrated curriculum, however many teachers felt these programs were not well supported or consistent across the territorial and provincial systems. In addition, most education “reforms” in Canada within the last decade have focused more so on cost reduction which has not only removed the teachers from the reform process but has also had little consideration for the impact of significantly reduced spending on the students and learning.
Bibliography lists 16 sources.
Page Count:
16 pages (~225 words per page)
File: D0_TJedref1.rtf
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Unformatted sample text from the term paper:
c) Results of the Reforms IV. Education Reform in Canada a) Overview b) Early Trends in Reforms c) Recent Trends in Reforms V. Conclusion I. Summary/Introduction Within the last
decade, the countries of Lithuania, Japan and Canada have seen a great many education reforms. While in some cases, there are similar characteristics and trends in the reforms, in other
cases, the reforms are considerably different. Since its independence, Lithuanian education reform has focused a great deal on renewing the curriculum to do away with all of the Soviet ideologies,
creating an educational system which is similar and competitive with the European market yet also allow for autonomy of institutions for research and education which they were denied in the
Soviet era. Japanese reforms have led to a system where the teachers and students are less reliant on a standard and limited curriculum and instead has recently emphasized less stress
within the educational environment, shorter school weeks and hours spent in school and more emphasis on "integrated learning" where students are taught how to learn. Within the last two decades
in Canada, education reform has undergone several processes. Some of the earlier processes were similar to those within Lithuania and Japan in regards to an integrated curriculum, however many teachers
felt these programs were not well supported or consistent across the territorial and provincial systems. In addition, most education "reforms" in Canada within the last decade have focused more so
on cost reduction which has not only removed the teachers from the reform process but has also had little consideration for the impact of significantly reduced spending on the students
and learning. II. Education Reform in Lithuania a) Overview Since Lithuanias independence in 1990, the country has undergone a great deal of transition
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