Knowledge formation practices in the context of the VET curriculum reform in Lithuania

This article explores the South African governmentâ€™s national school workbook intervention aimed at addressing poor learner performance in the context of teacher under-preparedness and curriculum reform. It shows how the workbooks use a distance education approach to provide pedagogical and content support for teachers, albeit in the context of classroom teaching, to compensate for teachersâ€™ pedagogical challenges. This article uses a mixed methods research approach to explore how teachers, learners and parents used the workbooks and shows that while the distance educational design scaffolded teaching, additional support is necessary to enable the intervention to be more impactful.Â

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Knowledge representation in graph-models of complex technical systems

Informatization and communication ◽

10.34219/2078-8320-2020-11-3-12-16 ◽

2020 ◽

pp. 12-16

Author(s):

Evgenia R. Muntyan

Keyword(s):

Analytical Study ◽

Level Structure ◽

Graph Models ◽

Level Data ◽

Knowledge Formation ◽

Different Types ◽

Level Information ◽

Complex Technical Systems ◽

Technical Systems ◽

Structure Of Knowledge

The article analyzes a number of methods of knowledge formation using various graph models, including oriented, undirected graphs with the same type of edges and graphs with multiple and different types of edges. This article shows the possibilities of using graphs to represent a three-level structure of knowledge in the field of complex technical systems modeling. In such a model, at the first level, data is formed in the form of unrelated graph vertices, at the second level – information presented by a related undirected graph, and at the third level – knowledge in the form of a set of graph paths. The proposed interpretation of the structure of knowledge allows to create new opportunities for analytical study of knowledge and information, their properties and relationships.

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KURIKULUM DAN TANTANGANNYA Studi Kasus Jurusan Perbankan Syariah di SMK Ibnu Sina

10.35542/osf.io/mu42g ◽

2020 ◽

Author(s):

Eny Puspita Ningrum

Keyword(s):

Curriculum Reform ◽

Face To Face ◽

Educational Curriculum ◽

Study Approach ◽

Technological Advances ◽

Life Education ◽

Real Picture ◽

In The Beginning

Education is an important thing that has become a necessity for every human being in order to achieve a better quality of life. Education cannot be separated from the educational curriculum, which is where the curriculum continues to develop following every development of society and technological advances. The curriculum is the heart of education and is dynamic in nature where the curriculum must always be updated or changed. From this curriculum reform and change, it is a challenge for teachers to continue to innovate to improve the quality of education. By using a qualitative research method a case study approach, it is hoped that it can explain the real picture that is being experienced by the teacher at SMK Ibnu Sina. which focuses on the Sharia Banking major due to changes in the adjusted curriculum because the world is being faced by COVID-19. In the era of COVID-19, the educational curriculum must be adjusted, which in the beginning learning can be face-to-face now has turned into a distance learning online learning model.

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Curriculum Reform for the Development of Key Competencies in Korean Middle Schools

Korean Association For Learner-Centered Curriculum And Instruction ◽

10.22251/jlcci.2019.19.22.271 ◽

2019 ◽

Vol 19 (22) ◽

pp. 271-297

Author(s):

Sangeun Lee

Keyword(s):

Middle Schools ◽

Curriculum Reform ◽

Key Competencies

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The child’s curriculum as a gift: Opening up the early-level curriculum in Scotland

10.1093/oso/9780198747109.003.0012 ◽

2018 ◽

Author(s):

Aline-Wendy Dunlop

Keyword(s):

Early Childhood ◽

Educational Policy ◽

Curriculum Reform ◽

First Century ◽

Best Interests ◽

Roles And Responsibilities ◽

Childhood Education ◽

Policy Tool ◽

Before School ◽

Opening Up

Many countries worldwide benefit from a long tradition of early childhood education, some serving the years from birth to seven or eight years old. Determined to provide out-of-home experiences for children before school start, this costly exercise has led to review of location, staffing, pedagogical approaches, and curriculum, while advocating ‘the best interests of the child’. Curriculum reform has often been used as an educational policy tool. There have been shifts in the roles and responsibilities of early educators and consequently in early childhood practices nationally and internationally. The long Scottish early childhood tradition provides a context in which to consider how an understanding of the child’s curriculum may be a gift to ensure an enlightened early childhood educational policy and curriculum interpretation at the beginning of the twenty-first century. By looking back, we can begin to look forward.

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