• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class.

2002 ◽  
pp. 63-63
Author(s):  
Yaro Loveline

The concern on the effective inclusion of indigenous languages in the school curriculum has been central to educational discussions among scholars and stakeholders. It is true that language as a medium of communication is very vital for sustainable growth in any society. However, the level of implementation of the policy of multilingualism in classrooms in Cameroon poses so many pedagogical challenges. While the Government is collaborating with private agencies such as PROPELCA(Cameroon National Language Association) in introducing the teaching of national languages in primary schools,  and though the Government through the Ministry of Basic Education has also created an inspectorate in charge of the introduction of indigenous languages in Primary schools, there still exist some resistance from stakeholders to introduce the teaching of native languages in the curriculum of schools despite recommendations made in the 1995 education forum and the provision in article 4 section 5 of the 1998 Education Law. The study argues that, since the introduction of multilingualism as curriculum policy in Cameroon, its implementation is still at the pilot stage. Using the Historical analytic approach, data was collected from primary and secondary sources in establishing the level of use of the curriculum policy of multilingualism as a guide to teaching and learning in schools in Cameroon.


1957 ◽  
Vol 4 (6) ◽  
pp. 268
Author(s):  
Alan Riedesel

One of the areas in today's elementary school curriculum that has undergone revision in the past twenty years is the arithmetic program. While there has been much progress much work remains to be done if we are to make the experiences offered of value to the child now and in his adult life.


Author(s):  
LILIANA BROŽIČ

Last year, a new book by Dr. Thomas Durell Young was published by the British publisher Bloomsbury, entitled THE ANATOMY OF POST-COMMUNIST EUROPEAN DEFENCE INSTITUTIONS: THE MIRAGE OF MILITARY MODERNITY. The author probably does not need any special introduction for those whose work is related to security and defence matters. For all others, though, let me mention that he is a long-time lecturer at the Center for Civil-Military Relations (CCMR) from Monterey, California, USA. Prior to joining CCMR, Dr Young was a Research Professor at the Strategic Studies Institute of the US Army War College, where he focused on European politico-military issues, as well as on joint planning, execution and management of systems and procedures. He holds a Ph.D. in international economics from Geneva, and has authored several monographs. From 1989 to 2017 he was an editor of Small War and Insurgencies, and he is currently an editor of Defence and Security Analyses. An important fact is that his work has led him to travel to the majority of European countries and, as such, he is very well acquainted with their respective defence systems, defence and military history, as well as many defence and military decision-makers and experts, with whom he had shared his views and experiences. In most of these countries he has also acted as a defence adviser. Dr Young is an author whose field of research is extremely rich, both in theory and practice. It is therefore no surprise that his new book reflects his thorough knowledge of the historical background of the former communist states, their defence systems and their armed forces. The work is divided into nine chapters. In addition to the introduction and conclusion, it includes the following thematic sections: The State of Communist Defense Institutions and Armed Forces, circa 1990; NATO Exports its “New Model Army”: Why It Did Not Take; Former Soviet Republics' Defense Institutions; Former Warsaw Pact Republics' Defense Institutions; Former Yugoslav Republics' Defense Institutions; Building Defense Institutions: Sharpening the Western Mind; Reforming Western Policy and Management of Defense Reform. The concluding chapter is entitled Getting to Honest Defense. Young is very systematic and analytical when presenting the topic, and uses all the characteristics of comparative analysis. Wherever historical, political, defence and military bases are identical or highly similar, he provides a thorough explanation of the reasons for significant differences in further development, as well as those who had prevented the occurrence of changes or their sufficient implementation. He is very insightful in his attempts. The basic principle of his research or the criterion for the evaluation of defence institutions in the former communist states is the “Western Mind”, as he calls it. In short, a comparison of western and eastern thinking reveals key differences in planning, decision-making, leadership and implementation of the state’s defence function. The important criteria Young considers when implementing these policies are a review of defence institutions, the public policy framework and compliance of concepts, defence planning techniques, national-level command, the military decision-making process, and the concepts of operations, logistics and professionalism. According to his findings, these are the major areas where the former communist states differ. The differences between them are normally related to the past regimes and mind-sets in the respective countries. With time, some of the countries have managed to successfully overcome those differences and implement the “Western Mind”, while others have not been so successful. Although the author uses the Western Mind as the criterion to establish the level of development of defence systems in eastern countries, he does not claim this to be the only and the best criterion everyone should aim for. Quite the opposite: in his chapter “NATO Exports its ‘New Model Army’: Why It Did Not Take”, he provides a thorough explanation of where, when and why critical mistakes or flaws have been made, which still prevent some NATO members to perform up to their potential within the Alliance. He does not, however, miss the fact that the western democratic concepts of defence management cannot serve just as a means to simply follow the model of others. Rather, these areas must be functional and effective, as well as adapted to each separate country. In his book, the author lists several examples of bad practice, highlighting at the same time some of the unique and good solutions put forward by some countries. Nevertheless, individual chapters reveal some of the characteristics specific to a subject area or a country, which are hard to classify as good or bad. They are just special features that require new solutions with a higher level of functionality. In the conclusion, the latest monograph by Thomas Young lists proposals on how to build defence institutions using the Western Mind. These institutions first must be upgraded in order to be more effective in responding to new security threats. For young countries, which some twenty or twenty-five years ago still used communist concepts, Young proposes a new approach called “Honest Defense”, which is generally intended for all those building collective defence. The approach brings something new for amateurs of such topics, and at the same time serves as a broadly useful and helpful study material for experts who wish and are obliged to find concrete solutions and opportunities for a new and safe future. The monograph includes interesting concrete examples from individual countries, which the author professionally and critically comments on. The discussed examples comprise both good and bad practice. Additionally, they include an analysis of the development of the defence system and institutions in Slovenia, which enables a neutral external observer to understand our development as well as identify their own strengths and deficiencies.


2015 ◽  
Vol 6 (1) ◽  
pp. 88
Author(s):  
Sari Famularsih ◽  
Arif Billah

Artikel ini berusaha mengungkapkan tentang pentingnya pembinaan keagamaan untuk membentuk kepribadian anak jalanan yang identitasnya sebagai muslim yang kemudian ditunjukkan baik dalam perilaku dan kebiasaan. Banyak orang menganggap bahwa anak jalanan sebagai anak-anak menjadi seperti kehidupan orang dewasa, bekerja dalam waktu yang panjang untuk mendapatkan uang dalam kondisi yang berbahaya baik untuk perkembangan fisik dan kesehatan mereka. Begitu pula berdampak terhapat hilangnya kesempatan mereka untuk mengenyam pendidikan. Penanaman keagamaan untuk anak jalanan secara perilaku lahiriyah seperti berjalan, makan, minum, berkomunikasi dengan orang tua, teman dan yang lainnya adalah hal-hal yang penting. Sebagai contoh perilaku kepribadian adalah tulus, tidak iri hati, dan perilaku terpuji lainnya. Pembinaan keagamaan yang ditujukan kepada anak-anak jalanan dimaksudkan untuk memupuk pandangan hidup yang stabil berdasarkan nilai-nilai keislaman yang kemudian dapat digunakan untuk berpikir, berperilaku berdasarkan norma Islam ataupun kepribadian yang berdasarkan pendidikan pemikiran Islam yang memiliki faktor-faktor dasar yang berbeda. This article simply reveal about the importance of religious formation to form the personality of street children which is the identity of the individual has the hallmark of a moeslim, both shown in the behaviour and attitude of her inner outwardly. Some people judge the street children as a child too quickly into adult life, working for a long time to get a wage under conditions dangerous for their physical development and health, as well as miss access to education. The cultivation of the religious for the street children of lahiriyah behaviour such as walking, eating, drinking, communicating with parents, friends and others is very necessary. As examples of such inner Frank Burton Cheyne behavior, sincere, don't envy and other commendable attitude arising from within. The construction of the Islamic religion, addressed to children will be able to provide a steady view of life based on the values of Islam, was also able to get used to think, behave and behave according to the norms of Islam or personality in accordance with the teachings of Islam though has a different default factors. Kata kunci: pembinaan, kepribadian, keagamaan


Author(s):  
Ramodikoe Marishane

It is now globally accepted that all children have the right to basic education as a fundamental human right. This right must not only be guaranteed, but also fulfilled holistically to meet all children’s educational needs. This occurs when its three dimensions, namely access, quality and safe conditions are equally addressed. In other words, the right to basic education is fulfilled when all children have access to quality education in a safe school environment. For this reason, the state has a duty to promote and protect this right entirely. In South Africa, the state has put in place a legislative and policy framework to meet its obligation in this regard. However, despite the state’s efforts in creating child-friendly school conditions, children in schools still experience challenges that negatively impinge upon their educational rights. Such challenges include school dropout, grade repetition together with poor academic performance and achievement. The problem is rooted in the disconnection between access to education, school safety and quality education, putting the spotlight on the school principal’s leadership. This paper concludes that refocusing on the application of the school leadership theory has the potential to reduce the problem.


2015 ◽  
Vol 6 (1) ◽  
pp. 88
Author(s):  
Sari Famularsih ◽  
Arif Billah

Artikel ini berusaha mengungkapkan tentang pentingnya pembinaan keagamaan untuk membentuk kepribadian anak jalanan yang identitasnya sebagai muslim yang kemudian ditunjukkan baik dalam perilaku dan kebiasaan. Banyak orang menganggap bahwa anak jalanan sebagai anak-anak menjadi seperti kehidupan orang dewasa, bekerja dalam waktu yang panjang untuk mendapatkan uang dalam kondisi yang berbahaya baik untuk perkembangan fisik dan kesehatan mereka. Begitu pula berdampak terhapat hilangnya kesempatan mereka untuk mengenyam pendidikan. Penanaman keagamaan untuk anak jalanan secara perilaku lahiriyah seperti berjalan, makan, minum, berkomunikasi dengan orang tua, teman dan yang lainnya adalah hal-hal yang penting. Sebagai contoh perilaku kepribadian adalah tulus, tidak iri hati, dan perilaku terpuji lainnya. Pembinaan keagamaan yang ditujukan kepada anak-anak jalanan dimaksudkan untuk memupuk pandangan hidup yang stabil berdasarkan nilai-nilai keislaman yang kemudian dapat digunakan untuk berpikir, berperilaku berdasarkan norma Islam ataupun kepribadian yang berdasarkan pendidikan pemikiran Islam yang memiliki faktor-faktor dasar yang berbeda. This article simply reveal about the importance of religious formation to form the personality of street children which is the identity of the individual has the hallmark of a moeslim, both shown in the behaviour and attitude of her inner outwardly. Some people judge the street children as a child too quickly into adult life, working for a long time to get a wage under conditions dangerous for their physical development and health, as well as miss access to education. The cultivation of the religious for the street children of lahiriyah behaviour such as walking, eating, drinking, communicating with parents, friends and others is very necessary. As examples of such inner Frank Burton Cheyne behavior, sincere, don't envy and other commendable attitude arising from within. The construction of the Islamic religion, addressed to children will be able to provide a steady view of life based on the values of Islam, was also able to get used to think, behave and behave according to the norms of Islam or personality in accordance with the teachings of Islam though has a different default factors. Kata kunci: pembinaan, kepribadian, keagamaan


1988 ◽  
Vol 20 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Stewart A. Bonser ◽  
Shirley J. Grundy

1983 ◽  
Vol 27 (2) ◽  
pp. 99-110 ◽  
Author(s):  
Malcolm Skilbeck

Publication of a major state report whose interest lies primarily in its proposals for the recentralization of school curriculum is a sign of the transformation that is occurring in several parts of the world. What the Keeves Report, Education and Change in South Australia, says on this subject has already provoked a strong, critical reaction in parts of the Australian education community, not least from the teachers associations. But it is not only the curriculum analysis which has great topical interest. Set against the Keeves Committee's views on (1) the nature of social change, (2) the professional roles of teachers, and (3) the scope and functions of the state education bureaucracy, the proposals for concentration of curriculum power within that bureaucracy and very largely at state, not regional or local, level may be seen as a determined attempt to recentralize authority for education generally. The Report is an unusual example of sustained examination of curriculum policy and administration, prepared at a time of economic if not social crisis in a State until recently identified with optimism and innovation. By its uncompromising stand on the key question of where authority in a state system might best lie, it raises fundamental questions about public sector control, which take it well beyond the milieu of South Australian education.


2020 ◽  
Vol 3 (2) ◽  
pp. 50-55
Author(s):  
I Iskandar

While the notion of partnership has become the new genre of curriculum implementation, Indonesian government has decided to shift back to centralized curriculum policy by issuing the 2013 curriculum (K-13). The reason is that teachers are incapable of shaping their own school curriculum based on the National Standards of Education. Centralized curriculum policy leaves the classroom as the end of the chain of decisions in which the position of teachers is merely as implementers, rather than involved decision-makers. This type of curriculum clearly demands high degree of teachers’ fidelity. The purpose of this study is to investigate the extent to which EFL teachers faithfully commit themselves to fidelity approach to curriculum implementation of the K-13 at Senior High Schools in Makassar, Indonesia. Four EFL teachers were interviewed using ethnographic interviewing technique. The findings showed that these EFL teachers implement the K-13 with high degree of fidelity. The findings, however, indicate that these teachers’ commitment to fidelity approach split into two distinctive reasons: interactive and coercive. The former means that teachers adhered to K-13 because they perceived it as being comprehensible through their interaction with the K-13 documents, while the latter seemed to be influenced by the K-13 curriculum policy that was typically coercive and top down practice.


2020 ◽  
Vol 30 (2) ◽  
pp. 180-192
Author(s):  
Zulkarnain Zulkarnain

This article aims to investigate the history curriculum policy of senior high school during the Sukarno era. The method used is qualitative research by using the historical approach. Also, this research used document study as the primary method. A document study was conducted to both the primary and secondary sources for the source triangulation. Additionally, the complementary approach used interviews with several practitioners and academics, including the practitioners of the Indonesia history curriculum. Data analysis used an interactive analysis model. The results show that during 1945-1951, the history curriculum of senior high school still used AMS (Algemene Middelbare School) curriculum as the inheritance from the Dutch Indies era, so it is directed to the political policy, and the materials are clearly oriented to politics, doctrine, national ideology. The philosophical foundation of history curriculum policy in senior high school during the Sukarno Era is based on Pancasila and UUD 1945. But its implementation refers to government politics and essentialism and perennialism philosophy. The position of history subject in senior high school during the Sukarno era has a strategic role in creating historical awareness and nationalism. However, Manipol USDEK indoctrination was very visible.  Artikel ini bertujuan untuk menyelidiki kebijakan kurikulum sejarah SMA pada era Sukarno. Metode yang digunakan adalah penelitian kualitatif dengan menggunakan pendekatan sejarah. Selain itu, penelitian ini menggunakan studi dokumen sebagai metode utama. Studi dokumen dilakukan pada sumber primer dan sekunder untuk triangulasi sumber. Selain itu, pendekatan komplementer menggunakan wawancara dengan beberapa praktisi dan akademisi, termasuk praktisi kurikulum sejarah Indonesia. Analisis data menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa selama tahun 1945-1951, kurikulum sejarah sekolah menengah atas masih menggunakan kurikulum AMS (Algemene Middelbare School) sebagai warisan dari jaman Hindia Belanda, sehingga mengarah pada kebijakan politik, dan materi yang jelas berorientasi pada politik, doktrin, ideologi nasional. Landasan filosofis kebijakan kurikulum sejarah di Sekolah Menengah Atas pada masa Sukarno berpijak pada Pancasila dan UUD 1945. Namun implementasinya mengacu pada filosofi politik pemerintahan dan esensialisme dan perenialisme. Kedudukan mata pelajaran sejarah di sekolah menengah atas pada era Soekarno memiliki peran strategis dalam menciptakan kesadaran sejarah dan nasionalisme. Namun, indoktrinasi Manipol USDEK sangat terlihat. 


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