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K-12 Transitions: Approaches and Lessons Learned

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  • Asian Development Bank (ADB)
  • Asian Development Bank (ADB)

    (Sustainable Development and Climate Change Department, ADB)

  • Asian Development Bank (ADB)

    (Sustainable Development and Climate Change Department, ADB)

  • Asian Development Bank (ADB)

Abstract

Preparing and executing a transition to K–12 requires political commitment and financial investment as well as enough human resources capable of planning, developing, implementing, and sustaining a complex reform. More than 140 countries offer what has become the international norm for pretertiary education, a kindergarten through grade 12 (K-12). Research attests to the long-term learning and social benefits of school readiness programs. Experience in many countries also shows that a K–12 system of schooling is the minimum necessary to acquire the knowledge and expertise for university education, employment training, or decent work.

Suggested Citation

  • Asian Development Bank (ADB) & Asian Development Bank (ADB) & Asian Development Bank (ADB) & Asian Development Bank (ADB), 2015. "K-12 Transitions: Approaches and Lessons Learned," ADB Reports ABF157758-2, Asian Development Bank (ADB).
    • Handle: RePEc:asd:wpaper:abf157758-2
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    Cited by:

    1. Michael Mitchell Omoruyi, Ehizuelen, 2016. "Can Cheetah Beat Tiger? A Comparative Analysis of Chinese Industrial Competitiveness with Sub-Saharan African Countries," Bangladesh Development Studies, Bangladesh Institute of Development Studies (BIDS), vol. 39(3-4), pages 41-76, sept-dec.

    More about this item

    Keywords

    education; basic education; K-12; K1-12; K-12 and transition; 12 year education; twelve year education; senior highschool; twelfth grade education; grade 12; 12-year education;
    All these keywords.

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