Fernando M. Reimers
Fernando M. Reimers studies and teaches about innovative education policies and programs that help students develop competencies necessary for civic participation, work and life in the 21st century. He also works in the area of global citizenship education and in how to align education policies with the achievement of the Sustainable Development Goals of the United Nations. Reimers teaches a graduate course that examines the core global education challenges and the role of policy analysis in addressing them, and a course on educational innovation that supports social entrepreneurs in generating and scaling up programs that enhance the relevance of education to the challenges of our times. He chairs an annual Think Tank on Global Education, a Professional Education program that examines state of the art practices and programs to help students gain global competency. He also directs the Global Education Innovation Initiative, a cross-national effort to support the improvement of public education towards greater relevance in helping students develop the cognitive and socio-emotional competencies essential to thrive in the 21st century. Publications and more information about his academic work is available on his personal website. With his graduate students, Reimers has developed various innovative K-12 curriculum resources designed to developed competencies aligned with the United Nations Sustainable Development goals. He also writes a series of children’s books to foster intergenerational conversations about inclusive values. Reimers is a member of the Massachusetts Board of Higher Education, and a fellow of the International Academy of Education. He chairs the board of World Teach, and serves on the boards of Facing History and Ourselves, Teach for All, and other educational organizations.Fernando M. Reimers studies and teaches about innovative education policies and programs that help students develop competencies necessary for civic participation, work and life in the 21st century. He also works in the area of global citizenship education and in how to align education policies with the achievement of the Sustainable Development Goals of the United Nations. Reimers teaches a graduate course that examines the core global education challenges and the role of policy analysis in addressing them, and a course on educational innovation that supports social entrepreneurs in generating and scaling up programs that enhance the relevance of education to the challenges of our times. He chairs an annual Think Tank on Global Education, a Professional Education program that examines state of the art practices and programs to help students gain global competency. He also directs the Global Education Innovation Initiative, a cross-national effort to support the improvement of public education towards greater relevance in helping students develop the cognitive and socio-emotional competencies essential to thrive in the 21st century. Publications and more information about his academic work is available on his personal website. With his graduate students, Reimers has developed various innovative K-12 curriculum resources designed to developed competencies aligned with the United Nations Sustainable Development goals. He also writes a series of children’s books to foster intergenerational conversations about inclusive values. Reimers is a member of the Massachusetts Board of Higher Education, and a fellow of the International Academy of Education. He chairs the board of World Teach, and serves on the boards of Facing History and Ourselves, Teach for All, and other educational organizations.
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Fernando M. Reimers studies and teaches about innovative education policies and programs that help students develop competencies necessary for civic participation, work and life in the 21st century. He also works in the area of global citizenship education and in how to align education policies with the achievement of the Sustainable Development Goals of the United Nations. Reimers teaches a graduate course that examines the core global education challenges and the role of policy analysis in addressing them, and a course on educational innovation that supports social entrepreneurs in generating and scaling up programs that enhance the relevance of education to the challenges of our times. He chairs an annual Think Tank on Global Education, a Professional Education program that examines state of the art practices and programs to help students gain global competency. He also directs the Global Education Innovation Initiative, a cross-national effort to support the improvement of public education towards greater relevance in helping students develop the cognitive and socio-emotional competencies essential to thrive in the 21st century. Publications and more information about his academic work is available on his personal website. With his graduate students, Reimers has developed various innovative K-12 curriculum resources designed to developed competencies aligned with the United Nations Sustainable Development goals. He also writes a series of children’s books to foster intergenerational conversations about inclusive values. Reimers is a member of the Massachusetts Board of Higher Education, and a fellow of the International Academy of Education. He chairs the board of World Teach, and serves on the boards of Facing History and Ourselves, Teach for All, and other educational organizations.
En popüler
Audacious Education Purposes; How Governments Transform the Goals of Education Systems
This open access book offers a comparative study of eight ambitious national reforms that sought to create opportunities for students to gain the necessary breath of skills to thrive in a rapidly changing world. It examines how national governments transform education systems to provide students opportunities to develop such skills. It analyses comprehensive education reforms in Brazil, Finland, Japan, Mexico, Peru, Poland, Portugal and Russia and yields original and important insights on the process of educational change. The analysis of these 21st century skills reforms shows that reformers followed approaches which are based on the five perspectives: cultural, psychological, professional, institutional and political. Most reforms relied on institutional and political perspectives. They highlight the systemic nature of the process of educational change, and the need for alignment and coherence among the various elements of the system in order. They underscore the importance of addressing the interests of various stakeholders of the education system in obtaining the necessary impetus to initiate and sustain change. In contrast, as the book shows, the use of a cultural and psychological frame proved rarer, missing important opportunities to draw on systematic analysis of emerging demands for schools and on cognitive science to inform the changes in the organization of instruction. Drawing on a rich array of sources and evidence the book provides a careful account of how education reform works in practice.
