Multiple Literacies Within Reformed First Nations, Métis, and Inuit Secondary Curriculum

This study illuminates reformed literacy expectations via close examination of the recently released 2019 Ontario (Canada), First Nations, Métis, and Inuit Secondary curricular document. A summative latent content analysis of the renewed provincial curriculum found overwhelming support for critical literacy development. The Ontario government uses the term literacy 84 times in the transformed curricula, prompting this study to ask: What are the literacies and how should these be attained in First Nations, Métis, and Inuit secondary level education? This study found required literacies expected in grades nine through 12, included English literacy and skills, media, financial, and critical literacies.

Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.

Role of Co-curricular Activities (CCAs) in Academic Success and Increasing Graduate Employability

A significant body of research has investigated the impact of extra-curricular (ECAs) or co-curricular activities (CCAs) on academic performance. This review outlines the conceptual and theoretical value CCAs as they apply to students, faculty, staff, and employers of Higher Education Institutions (HEIs). The review also describes existing methods of integrating CCAs into post-secondary curriculum in order to increase graduate employability. Based on the findings from the existing literature, the review outlines some recommendations for HEIs to provide CCA opportunities to students to increase academic success and graduate employability.

Textbooks & Nationhood: A Content Analysis of Punjab Secondary Curriculum English Textbooks During Early Ayub Khan Era in Pakistan

Textbooks are great artefacts in the hands of governments that help in fostering the sense of nationhood among students. The present study analyses aspects of nationhood as depicted in the Punjab’s secondary curriculum English textbooks of early Ayub Khan’s rule in Pakistan. Adopted as the main focal theme, the concept of nationhood is operationalized into three categories, including modernization, Pakistan society and culture, and glorious history. The sample textbooks include English textbooks of Short Poem Collection and Secondary Stage English that were Published by Punjab University Board during early 1960s. Based on content analysis of textbooks, data findings reveal that the notion of nationhood is taken up through progress-based modernization, promotion of indigenous culture and society as well as military glorious history, and not much on religious ideology as often claimed in scores of analytic writings about textbook contents of Pakistan.

Methods for teaching activities of Literature at High school levelbased on the new general educational programme

Managing Literature teaching activities particularly and teaching activities generally by following the requirements of the upper secondary curriculum is an issue which education managers are concerned with. To meet the requirements and objectives of the new upper secondary curriculum, the article starts with the practice of research and Literature teaching activities management at high schools nowadays so as to suggest some measures in managing Literature teaching activities, such as determining objectives suitable for the new curriculum, choosing the appropriate teaching contents, training teachers for teaching method innovation and Literature teaching activities implementation; with the view to improving the efficiency in managing educational activities as well as meet the objectives of the new upper secondary curriculum.