scholarly journals THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?

2021 ◽  
Vol 13 (1) ◽  
pp. 4-9
Author(s):  
Nadia Venskuvienė
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Preschool Education ◽  
Technological Education ◽  
Education Curriculum ◽  
General Curriculum ◽  
Content Areas ◽  
Learning Content ◽  
Content Ratio ◽  
Curriculum Framework

The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

scholarly journals Classroom Variables and Access to the General Curriculum for Students with Disabilities

2007 ◽  
Vol 74 (1) ◽  
pp. 101-120 ◽  
Author(s):  
Jane H. Soukup ◽  
Michael L. Wehmeyer ◽  
Susan M. Bashinski ◽  
James A. Bovaird
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Observation System ◽  
Intellectual And Developmental Disabilities ◽  
Group Instruction ◽  
Education Curriculum ◽  
General Curriculum ◽  
General Education Curriculum ◽  
Computer Based ◽  
Social Studies Instruction

This study investigated the degree to which students with intellectual and developmental disabilities have access to the general education curriculum and the degree to which such access is related to and predicted by classroom setting and ecological variables. We observed 19 students during science or social studies instruction and collected data with Access CISSAR, a computer-based observation system that uses time sampling observation. The results of the study indicated that accommodations and modifications were provided depending on the amount of time students were educated with their nondisabled peers. Further, one-on-one or independent instructional groupings were better predictors of access than whole-group instruction, as were entire or divided group physical arrangements.

scholarly journals The problems of mathematics education at secondary schools and gymnasia

2011 ◽  
Vol 52 ◽  
Author(s):  
Antanas Apynis ◽  
Edmundas Mazėtis
Keyword(s):  
Secondary Education ◽  
Mathematics Education ◽  
Secondary Schools ◽  
General Education ◽  
State School ◽  
Education Curriculum ◽  
Education Major ◽  
School Graduation ◽  
Mathematics Curricula ◽  
Major Attention

The article reviews the ties between secondary schools/gymnasia and universities, and also discusses complementary mathematics education. Major attention is directed to the general mathematics curricula of general education and secondary education. A proposal of developing an integral mathematics education curriculum for gymnasium as well as withdrawing the state school graduation curriculum (by organising the examination under the general mathematics education curriculum) has been put forward.  

Accessing the General Curriculum for Students with Learning Disabilities: Challenges and Opportunities

2021 ◽  
pp. 111-122
Author(s):  
Serefete Molosiwa ◽  
Sourav Mukhopadhyay ◽  
Emmanuel Moswela
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Teaching And Learning ◽  
Critical Component ◽  
Education Curriculum ◽  
Students With Learning Disabilities ◽  
General Curriculum ◽  
General Education Curriculum ◽  
Challenges And Opportunities ◽  
Curriculum Access

Every student has a right to access the general curriculum to realize the aims of education for sustainable development. Accessing the general curriculum remains a critical component in the teaching and learning process of learners with learning disabilities and difficulties. Existing literature indicates that teachers must use suitable strategies to accommodate curriculum needs for students with learning disabilities and difficulties. This paper analyses how curriculum access for students with learning disabilities and difficulties has been promoted and achieved in the context of Botswana. The focus of this paper is therefore to outline the progress made so far towards enhancing curriculum access to the general education curriculum for learners with disabilities and difficulties.

scholarly journals The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History

Pedagogika ◽  
2016 ◽  
Vol 121 (1) ◽  
pp. 171-186
Author(s):  
Linas Jašinauskas ◽  
Rasa Žiburytė
Keyword(s):  
General Education ◽  
Basic Education ◽  
Scientific Literature ◽  
History Textbooks ◽  
Integral Approach ◽  
General Curriculum ◽  
History Textbook ◽  
Depth Analysis ◽  
Curriculum Framework ◽  
The Subject

After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework. The aim of this study is to investigate the suitability of history textbook activities for 5th–8th grades for developing pupils‘ achievements delineated in the General Curriculum Framework 2008. To reach this aim the following objectives were raised: 1) to discuss the key achievements in history subject as well as the requirements for history learning process that are highlighted in scientific literature and educational programmes; 2) to reveal the role of a textbook and its activities / activities system for improving pupils’ achievements in accordance to Lithuanian education documents and scientific literature; 3) to analyse the suitability of history textbook activities for 5th–8th grades for improving pupils’ knowledge and skills delineated in the General Curriculum Framework for Basic Education 2008 for the subject of history. Methods of research: analysis of education documents and scientific literature, analysis of textbook content. Data of the analysis revealed that more than half of the tasks in the investigated history textbooks for 5th–8th grades require from pupils knowledge and understanding of historical figures, events or cases depicted in a textbook. Fewer than a quarter of the analysed history textbook activities are designed to developing pupils’ ability to put knowledge into practice. Very few tasks presented in textbooks are intended for developing the capacity for more complicated reasoning. Whilst analysing the adaptation of activities in history textbooks for 5th–8th grades for developing pupils‘ competencies in the subject, it became clear that the activities are only partially suitable for developing the competencies delineated in the General Curriculum Framework. The greater part of tasks is designed for developing an understanding of historical evolution and ability to engage in historical analysis and interpretation. Only 4.3 percent of tasks induce the pupils to develop an ability to orientate in historical time and space. The analysed textbooks contain few activities that would motivate pupils to take an integral approach towards Lithuanian and world history.

OPTIONAL TRAINING AS A RESOURCE FOR THE DEVELOPMENT OF RESEARCH COMPETENCE OF STUDENTS IN GRADES 6-7

2021 ◽  
Vol 72 (2) ◽  
pp. 91-96
Author(s):  
K. Askarbekova ◽  
◽  
Z. Kanayeva ◽  
O. Yaroshenko ◽  
◽  
...  
Keyword(s):  
Secondary Education ◽  
General Education ◽  
Goal Setting ◽  
Personal Development ◽  
Learning Goals ◽  
Educational Standards ◽  
Research Skills ◽  
Research Competence ◽  
The World

This article examines the essence of the research abilities of students formed in elective classes in biology as a category and factor of personal development. The content of the curriculum in biology is also considered, and activities aimed at achieving learning goals that are related to the development of skills are included. In modern secondary education of Kazakhstan, modernization processes successfully implemented in recent years, is carried out with the aim of its integration into the world educational space and approximation to international educational standards on the approval of standard rules of activity by types of general education organizations for the purposeful formation of research skills of students, which is determined at the legislative level "Research competence in the classification of A.V. Khutorsky is considered as an integral part of cognitive competence, which includes elements of methodological, supra-subject, logical activities, methods of organizing goal-setting, planning, analysis, reflection.

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