University of Illinois Urbana-Champaign

Upper-secondary education for all: Its significance for/in upper-secondary/third-level curriculum policy-making

Westbury, Ian

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https://hdl.handle.net/2142/127568

Description

Title
Upper-secondary education for all: Its significance for/in upper-secondary/third-level curriculum policy-making
Author(s)
Westbury, Ian
Issue Date
2025-03-01
Keyword(s)
  • educational equity
  • scientific literacy
  • mathematics education
  • vocational education
Date of Ingest
2025-04-02T20:01:36-05:00
Geographic Coverage
  • United States of America (USA)
  • Europe
  • Australia
Abstract
This article explores the importance of universal high school education for curriculum policy making, especially in the context of global education change. By reviewing Martin Trow's views, the article analyzes the dynamic relationship between education structure and curriculum setting, as well as the challenges brought about by the transformation of high school education to mass education. As a country with a high school graduation rate close to 100%, the United States' education model provides a reference for global education development. At the same time, the trend of diversified career choices among Generation Z students reflects a re-examination of vocational education and academic education. With the development of science and technology and changes in the labor market, educators and policymakers need to pay attention to how to balance traditional education with modern needs to ensure that students have the necessary skills and knowledge. In addition, the concept of "science for all" proposed by Fensam emphasizes the popularization of science education and the increasing importance of mathematics education and data literacy, which further clarifies that the education system should focus on cultivating students' practical skills to cope with the rapidly developing digital society. To this end, this article calls for balancing traditional education with modern needs in education policy and curriculum design, promoting the improvement of education equity and quality, meeting the needs of students from different backgrounds, and promoting the overall development of society.
Publisher
Contemporary Teacher Education/ 当代教师教育
Type of Resource
text
Genre of Resource
article
Language
eng
DOI
DOI:10.16222/j.cnki.cte.2025.01.011

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