Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States (Unknown)
- New search for: Deng, Li
- New search for: Zhengmei, Peng
- New search for: Deng, Li
- New search for: Zhengmei, Peng
In:
Comparative Education
;
57
, 1
;
83-98
;
2021
- Article (Journal) / Electronic Resource
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Title:Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States
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Contributors:Deng, Li ( author ) / Zhengmei, Peng ( author )
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Published in:Comparative Education ; 57, 1 ; 83-98
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Publisher:
- New search for: Routledge
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Publication date:2021-01-02
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Size:16 pages
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ISSN:
-
DOI:
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Type of media:Article (Journal)
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Type of material:Electronic Resource
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Language:Unknown
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Keywords:
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Source:
Table of contents – Volume 57, Issue 1
The tables of contents are generated automatically and are based on the data records of the individual contributions available in the index of the TIB portal. The display of the Tables of Contents may therefore be incomplete.
- 1
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Introduction contextualising global flows of competency-based education: polysemy, hybridity and silencesAnderson-Levitt, Kathryn / Gardinier, Meg P. et al. | 2021
- 19
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Transnational competence frameworks and national curriculum-making: the case of SwedenNordin, Andreas / Sundberg, Daniel et al. | 2021
- 35
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The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for changeClément, Pierre et al. | 2021
- 51
-
Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian FederationAydarova, Elena et al. | 2021
- 67
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Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008–2019)Bordoli, Eloísa et al. | 2021
- 83
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Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United StatesDeng, Li / Zhengmei, Peng et al. | 2021
- 99
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21st century skills in the United States: a late, partial and silent reformAnderson-Levitt, Kathryn et al. | 2021
- 115
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What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in KosovoTahirsylaj, Armend et al. | 2021
- 130
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Imagining globally competent learners: experts and education policy-making beyond the nation-stateGardinier, Meg P. et al. | 2021