Since the last ten years, there is a growing interest on the theme of 21st century competences and more specifically on Learning to learn (L2L) offered by the main educational policies (Delors: 1996; Metas Educativas Iberoamericanas 2021: 2008) and the recent studies in the international context (Kupiainen, Hautamäki, Rantanen: 2008; Deakin Crick, Stringher, Ren: 2014; Stringher: 2016) with a specific focus on Latin America. The purpose of this contribution is to present a research design of a quali-quantitative comparative analysis in Latin America both of the educational systems and of national curricoli for compulsory education in Latin America. The first main outcome shows criteria and results of this analysis useful as a “synoptic tool” for researchers, teachers, policy makers, interested in exploring L2L with a specific focus on Latin America.
Learning to learn in Latin America: A quali-quantitative comparative analysis of national curricoli and educational systems of compulsory education in Latin America
Patera S
2018-01-01
Abstract
Since the last ten years, there is a growing interest on the theme of 21st century competences and more specifically on Learning to learn (L2L) offered by the main educational policies (Delors: 1996; Metas Educativas Iberoamericanas 2021: 2008) and the recent studies in the international context (Kupiainen, Hautamäki, Rantanen: 2008; Deakin Crick, Stringher, Ren: 2014; Stringher: 2016) with a specific focus on Latin America. The purpose of this contribution is to present a research design of a quali-quantitative comparative analysis in Latin America both of the educational systems and of national curricoli for compulsory education in Latin America. The first main outcome shows criteria and results of this analysis useful as a “synoptic tool” for researchers, teachers, policy makers, interested in exploring L2L with a specific focus on Latin America.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
