Transitions to K-12 Education Systems Experiences from Five Case Countries

Preparing and implementing a K–12 transition absorbs considerable financial and human resources. It follows that the reasons for restructuring must be compelling. It follows that the reasons for restructuring must be compelling. At the macrolevel, apprehensions about competitiveness in an interlocked and dynamic global economy or concerns about growing inequities drive development agendas, which in turn shape sector development plans. At the sector level, rationales for transition often include meeting international norms and standards, better preparing students for life, conserving national identity, and improving student competences. Whether these or other reasons are sufficiently compelling depends upon a country’s political, fiscal, socioeconomic, and education contexts. In the jurisdictions reviewed in this study, the decision was taken that the anticipated contributions to social and economic development are worth the cost.