Analysis of the Policy Experiences of the 2015 National Curriculum Revision Participants

2021 ◽  
Vol 28 (3) ◽  
pp. 239-265
Author(s):  
Soo Bin Jang
Keyword(s):  
National Curriculum ◽  
Curriculum Revision

Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education

2011 ◽  
Vol 27 (1) ◽  
pp. 134-148 ◽  
Author(s):  
Mei-Chun Michelle Yueh ◽  
Miles Barker
Keyword(s):  
Environmental Education ◽  
Curriculum Implementation ◽  
National Curriculum ◽  
Junior High Schools ◽  
Curriculum Revision ◽  
Core Competences ◽  
Generic Framework ◽  
New Learning ◽  
Educational Climate ◽  
A Minor

AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum's framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become offcially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

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