Centering Whole-Child Development in Global Education Reform International Perspectives on Agendas for Educational Equity and Quality

This volume offers critical analysis of national school reform policies intended to align with global agendas to promote educational quality and equity. By uniquely foregrounding the need for education reform to nurture child well-being alongside traditional measures of academic achievement, the book identifies common challenges across the Global North and South and extends insights provided by international student assessment data. Chapters offer a close analysis of reform practices in countries in Africa, Europe, Asia, and the Americas to consider cultural, social, political, and functional aspects which drive or inhibit the success of reform initiatives. Providing excellent insights into holistic education for children and youth, this book highlights lessons to support global efforts in providing high-quality, equitable education for the whole child. Developing international knowledge and supplementing international data, this volume will be of interest to students, scholars, and researchers with an interest in education policy, as well as comparative and international education.

Introduction Part I: Developing World 1.Whole Child/Youth Development Initiatives in the Ethiopian Education Policy Reforms and Practices: Lessons from the Past and Harnessing Future Intentions 2. The Status of Early Childhood Education in South Africa: A Systematic Review on the Alignment of Policy and Practice for Whole-Child Development 3. Achieving Whole-Child Development in Nepal: Navigating through Equity within Diversity and Resource Limitation in Education 4. Education for Vietnamese Youth: Status, Challenges, and Development Issues in the Context of New Rural Development Part II: Developed World 5. Does the International Baccalaureate Diploma Program (IBDP) Contribute to Whole-Person Development? The Rise of the IBDP in Asia and Its Implications for Education Reform 6. Singapore’s Student-Centered, Values-Driven Education System: A Case Study of Teacher Professional Learning 7. The Oxymoron of Free Semester Program (FSP) in Korea: Intended and Unintended Policy Consequences for Whole-Person Development 8. Fighting Social Inequalities at Schools and Whole-Child Development Approach: A Challenging Reconciliation in France 9. The Long Chilean Road Towards an Inclusive Education System: From Laissez-faire to State Regulation and Constitutional Change 10. Re-envisioning American Education Reform: How and Why Whole Community Environment Matters for Whole-Child Development Part III: Globe 11. Policy Challenges and Promising Strategies: Lessons on Global Efforts to Advance Whole-Child Development

Jaekyung Lee is Professor of the Graduate School of Education at the State University of New York (SUNY) at Buffalo, Fellow of the American Educational Research Association (AERA), and Fulbright Global Scholar, U.S.A. Kenneth K. Wong is the Walter and Leonore Annenberg Professor of Education Policy, Director of the Urban Education Policy Program, and Professor of Urban Studies, International and Public Affairs, and Political Science at Brown University, U.S.A.