Whole Child/Youth Development as an Imperative: Education Reform Challenges in Asia and the United States

Session Type: Symposium

Abstract

This session presents an opportunity to learn and discuss how four countries in different parts of the world (i.e., Kazakhstan, Singapore, South Korea, and the U.S.) address educational reform challenges for whole child/youth development as an imperative. In light of the United Nations’ “Sustainable Development Goal on Education” as well as call for well-rounded students equipped with 21st-century skills and mindsets, many nations implemented education reform policies for improving school quality and teaching practices that meet both academic and socioemotional learning needs for all students. The goal is to promote international exchange of critical ideas, lessons, and evidence about education reform policies across different cultures and systems towards realizing the common goals of sustainable and inclusive human development and prosperity.

Sub Unit

• International Relations Committee

Chair

• Jaekyung Lee, University at Buffalo - SUNY

Papers

• Well-Being of Students in Kazakhstan: An Important Priority to Improve the Quality of Education - Ali Mhamed, Nazarbayev University

• Institutionalization of International Baccalaureate Programs in Korea: What's Missing (and Misleading) in Policy Conversations? - Moosung Lee, University of Canberra

• Free Semester to Free School Year Program in Korea: Current Educational Reform Issues - Daekwon Park, Myongji University

• A School-Based Professional Development Approach in Singapore - Shu-Shing Lee, National Institute of Education - Nanyang Technological University; Liang See Tan, National Institute of Education - Nanyang Technological University

• Moving to School Accountability 2.0 in the United States: Do Socio-Emotional Learning Standards Promote Students' Well-Being? - Jaekyung Lee, University at Buffalo - SUNY; Namsook Kim, University at Buffalo - SUNY; Ayse Cobanoglu, Yale University; Michael O'Connor

Discussant

• Kenneth K. Wong, Brown University