Dilemmas of leading national curriculum reform in a global era

2013 ◽  
Vol 42 (2) ◽  
pp. 293-311 ◽  
Author(s):  
Hongbiao Yin ◽  
John Chi-Kin Lee ◽  
Wenlan Wang
Keyword(s):  
Curriculum Reform ◽  
National Curriculum ◽  
Global Era

scholarly journals ‘Not waiting for the initiative to arrive’: Teachers promoting and sustaining reading

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Monica Hendricks
Keyword(s):  
School Improvement ◽  
Teacher Development ◽  
Curriculum Reform ◽  
National Curriculum ◽  
School Teachers ◽  
Assessment Policy ◽  
Policy Statements ◽  
Curriculum 2005 ◽  
Curriculum Reforms

The phases of post-apartheid curriculum reform starting with Curriculum 2005, to the revisions ushered in by the National Curriculum Statements and the recent Curriculum and Assessment Policy Statements display a trend toward increasing prescription in terms of content to be taught and allocation of curriculum time per subject, both of which are useful. In order to prepare school teachers for these ongoing curriculum reforms and an increased assessment burden, the national and provincial Education Departments have held regular workshops and provided bursaries for teachers to embark on academic studies in their teaching field. In addition, estimates are that non-governmental sources have spent R1 billion annually since 1994 on school improvement and teacher development programmes.

scholarly journals Differences in state- and district-level stakeholders’ perceptions of curriculum coherence and school impact in national curriculum reform

2019 ◽  
Vol 57 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Curriculum Reform ◽  
Educational System ◽  
Latent Profile Analysis ◽  
National Curriculum ◽  
District Level ◽  
School Level ◽  
Reform Process ◽  
Content Type ◽  
The Core ◽  
High Coherence

Purpose Shared understandings of curriculum reform within and between the levels of the educational system are suggested to be crucial for the reform to take root. The purpose of this paper is to explore variation in perceived curriculum coherence and school impact among state- and district-level stakeholders. Design/methodology/approach The participants (n=666) included state- and district-level stakeholders involved in a national curriculum reform in Finland. Latent profile analysis was employed to identify profiles based on participants’ perceptions of the core curriculum’s coherence and the reform’s impact on school development. Findings Two profiles were identified: high coherence and impact, and lower consistency of the intended direction and impact. State-level stakeholders had higher odds of belonging to the high coherence and impact profile than their district-level counterparts. Practical implications The results imply that more attention needs to be paid in developing a shared and coherent understanding particularly of the intended direction of the core curriculum as well as the reform’s effects on school-level development among state- and district-level stakeholders. Originality/value The study contributes to the literature on curriculum reform by shedding light on the variation in perceived curriculum coherence and school impact of those responsible for a large-scale national curriculum reform process at different levels of the educational system.

scholarly journals Curriculum coherence as perceived by district‐level stakeholders in large‐scale national curriculum reform in Finland

2019 ◽  
Vol 30 (3) ◽  
pp. 244-263 ◽  
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Janne Pietarinen ◽  
Tiina Soini
Keyword(s):  
Curriculum Reform ◽  
Large Scale ◽  
National Curriculum ◽  
District Level

scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN SOFT SKILLS DAN HARD SKILLS UNTUK SISWA SMK

2013 ◽  
Author(s):  
Widarto Noto Widodo, Pardjono
Keyword(s):  
Soft Skills ◽  
New Technology ◽  
National Curriculum ◽  
Global Era ◽  
Hard Skills ◽  
Working Practices ◽  
Market Needs ◽  
Skills Learning ◽  
Vocational Curriculum ◽  
Risk Taker

Abstrak: Pengembangan Model Pembelajaran Soft Skills dan Hard Skills untuk Siswa SMK. Era global menuntut sumber daya manusia yang memiliki daya saing, adaptif dan antisipatif, mampu belajar, terampil, mudah beradaptasi dengan teknologi baru. Profil tenaga kerja yang dibutuhkan pasar adalah yang kuat pada aspek soft skills dan hard skills. Ada tiga alternatif model pendidikan yang memadukan hard skills dan soft skills, yaitu (1) aspek soft skills dan hard skills dilaksanakan di sekolah; (2) aspek soft skills dilaksanakan di sekolah, sedang hard skills dilaksanakan bersamaan praktik kerja di DUDI; atau (3) aspek soft skills dilaksanakan di sekolah, sedang aspek hard skills ketika praktik kerja di teaching factory. Untuk itu, struktur kurikulum SMK disusun sesederhana mungkin dengan tetap mengacu Kurikulum Nasional yang digunakan dengan tekanan pada aspek soft skills dan mengintegrasikannya ke dalam silabus dan RPP. Karakteristik guru yang diperlukan adalah: (1) the adaptor; (2) the visionary; (3) the collaborator; (4) the risk taker; (5) the leaner; (6) the communicator; (7) the model; dan (8) the leader. Selain itu, diperlukan dukungan stake holders yakni dinas pendidikan setempat, masyarakat dan DUDI. Kata Kunci: model pembelajaran, pendidikan soft skills, hard skills, siswa SMK, tenaga kerja Abstract: Development of Soft Skills and Hard Skills Learning Model for Students of SMK. The global era demands human resources that are competitive, adaptive and anticipatory, able to learn, skillful, adaptable to new technology. Labors’ profile that market needs are someone who has a strong skill in the aspect of soft skills and hard skills. There are three alternative education modela that combines hard skills and soft skills, namely (1) aspects of soft skills and hard skills present in the school; (2) aspects of soft skills is implemented in schools, while the hard skills is being held during working practices in DUDI; (3) soft skills aspect is implemented in schools, while aspects of hard skills when working practices in teaching factory. For that, the structure of vocational curriculum is arranged as simple as possible referring to the National Curriculum which is used with an emphasis on aspects of soft skills and is integrated into the syllabus and lesson plans. Teachers’characteristics requires: (1) the adaptor; (2) the visionary; (3) the collaborators; (4) the risk taker; (5) the leaner; (6) the communicator; (7) the model; and (8) the leader. In addition, it requires the support of local education stakeholders, communities and DUDI.

scholarly journals Reformas curriculares para o ensino médio: perspectivas e proposições da Base Nacional Comum Curricular à area de Ciências da Natureza

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Eliezer Alves Martins ◽  
Maira Ferreira
Keyword(s):  
High School ◽  
Curriculum Reform ◽  
Common Core ◽  
Teaching Practice ◽  
National Curriculum ◽  
Analytical Framework ◽  
Natural Sciences ◽  
Policy Cycle ◽  
National Education ◽  
Government Websites

Resumo: Este artigo é referente à uma análise documental sobre políticas curriculares para o Ensino Médio, após a promulgação da Lei de Diretrizes e Bases da Educação Nacional (LDB/96). Entre os objetivos, destaca-se a análise das três versões da Base Nacional Comum Curricular para o Ensino Médio, buscando discutir os princípios desta política curricular para a área de Ciências da Natureza, as aproximações e os distanciamentos nas diferentes edições do documento, considerando o cenário brasileiro e o modo como grupos e agendas financiam e promovem reformas educacionais no contexto da prática docente. A partir da busca em sites governamentais e de agências privadas, procedeu-se a análise dos documentos empíricos com base na Abordagem do Ciclo de Políticas, referencial metodológico-analítico que leva em consideração os contextos de influência, produção de texto e da prática. Para tal, focalizamos as análises nos contextos de influência e de produção de texto, mostrando que as políticas curriculares são efeitos e resultados de lutas e disputas de poder em contexto. Como resultado, foi observado que a construção das proposições e princípios curriculares sofrem influências de múltiplas agendas nacionais e internacionais. Além disso evidencia-se as relações híbridas de cunho global com proposições e princípios pedagógicos que fundamentam o pensamento neoliberal de superação, de autonomia e de competitividade entre os sujeitos, com temáticas que fragilizam a integração curricular entre os componentes curriculares na área de Ciências da Natureza, ao mitigar possibilidades com outras áreas pelo caráter disciplinar como vem sendo apresentada a política de reforma curricular pela BNCC.Palavras-chave: Reformas curriculares. Ensino médio. Ciclo de políticas. CURRICULAR REFORMS FOR HIGH SCHOOL: PERSPECTIVES AND PROPOSITIONS OF THE NATIONAL CURRICULUM COMMON CORE TO THE AREA OF NATURAL SCIENCES Abstract: This paper is about a documentary analysis of curricular policies for High School, after the promulgation of the Law on Guidelines and Bases of National Education (LGBNE/ 96). Among the objectives, we highlight the analysis of the three versions of the National Curriculum Common Core for High School seeking to discuss the principles of this curricular policy for the area of Natural Sciences, approaches and distances in different editions of the document, considering the Brazilian scenario and the way as groups and agendas finance and promote educational reforms in the context of teaching practice. From the search of government websites and private agencies, we analyzed the empirical documents based on the policy cycle approach a methodological-analytical framework that considers the contexts of influence, production of policy text and practice. For this, we focus the analyzes in the contexts of influence and context of policy text production, showing that curricular policies are effects and results of power struggles and disputes in context. As a result, it was observed that the construction of curricular propositions and principles are influenced by multiple national and international agendas. In addition, it is evidencing hybrid relationships of a global nature with pedagogical propositions and principles that support neoliberal thinking about self-improvement, autonomy, and competitiveness among the subjects with thematic aspects that weaken the curricular integration between the curricular components in the area of Natural Sciences, by mitigating possibilities with other areas for the disciplinary character as BNCC curriculum reform policy has been presented.Keywords: Curricular reforms. High school. Policy cycle.

scholarly journals Bringing deep learning to the surface

2020 ◽  
Vol 4 (2) ◽  
pp. 25-41
Author(s):  
Øystein Winje ◽  
Knut Løndal
Keyword(s):  
Deep Learning ◽  
General Education ◽  
International Education ◽  
Curriculum Reform ◽  
National Curriculum ◽  
Cognitive Learning ◽  
Educational Practice ◽  
Learning Theories ◽  
Future Research ◽  
School Subjects

Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.

scholarly journals Trajectories of Teachers’ Perceived Curriculum Coherence in the Context of Finnish Core Curriculum Reform

2019 ◽  
Vol 34 (2) ◽  
pp. 27-49
Author(s):  
Jenni Sullanmaa ◽  
Kirsi Pyhältö ◽  
Tiina Soini ◽  
Janne Pietarinen
Keyword(s):  
Curriculum Reform ◽  
Individual Variation ◽  
Classroom Practice ◽  
Core Curriculum ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
National Curriculum ◽  
School Level ◽  
One Year

Teachers play a key role in transforming the national curriculum reform into classroom practice. This study explored individual variation in Finnish teachers’ (N = 901) perceptions of curriculum coherence during a one-year follow-up during the early stages of its implementation in schools. Latent profile analysis revealed five distinctive profiles. The development of perceived curriculum coherence over the two measurements and the perceived school-level impact of the reform differed between the profiles. The results imply that teachers may need various kinds of support to arrive at a coherent understanding of the curriculum over the process of its development and implementation.

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