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Curriculum Development
Functions of curriculum products
Objectives
• Identify curriculum products at different levels of the education system and their function within the cycle of quality assurance / quality control
• Explain the connection with teachers professionality (restricted – extended)
• Draw conclusions from international comparisons about advantages and pitfalls of ‘quality steering’ at different levels and about the balance between control-autonomy-accountability
Examples of curriculum products steering the selection of learning goals and contents
At international level, e.g.:• UNESCO-declarations• Educational Qualifications Framework for Europe• International comparison of student achievement (e.g. PISA, TIMSS, PIRLS)At national level, e.g.:• The structures of education• Academic or professional profiles and standards (sometimes even international,
e.g. Urban Development and Planning) • National curriculum / core curriculum• National exams• Lesson tablesAt school level, e.g.:• School development plans• Departmental agreementsAt class level, e.g.:• Teaching packages
Possible functions of CP at (inter)national level
• Monitor/control qualification level• Realize societal goals & consensus on core
aims• Connection between education levels• Information – transparency
Possible functions of CP at school/department level
Process:• Team reflection on common goals and approaches (~ professional
development)• Impulse for innovation• Cohesion of the teamProduct: • Formal statement on pedagogical/educational philosophy and project• Transparency (parents, new teachers, ...)• Accountability• Support new team members• Co-ordinate teaching activities• Guidelines for self-evaluation of the organization
Functions of CP at class level
• Guiding/steering teaching and learning activities in the classroom
Comparing national systems
Understanding ‘control factors’ for meaningful international comparisons
1. Curriculum content (national curriculum specifications, textbooks, support materials, etc.)
2. Assessment and qualifications 3. National framework - system shape (e.g. routes, classes of qualifications) 4. Inspection 5. Pedagogy 6. Professional development (levels and nature of teacher expertise) 7. Institutional development 8. Institutional forms and structures (e.g. size of schools, education phases) 9. Allied social measures (such as that which links social care, health care and education) 10. Funding 11. Governance (autonomy versus direct control) 12. Accountability arrangements 13. Selection and gatekeeping (e.g. university admissions requirements)
(Oates, T. (2010). Could do better: Using international comparisons to refine the National Curriculum in England. University of Cambridge: Local Examinations Syndicate)
Example: Finland
• National core curriculum – core aims and objectives – core contents of cross-curricular themes, subjects, and subject
groups in basic education– central principles of student welfare services and school-home
cooperation,http://www.oph.fi/english/publications/2009/national_core_curricula_for_basic_education
– minimum weekly lessons per subject in basic education– general guidelines for assessment (vision and policy)
• No national exams• No school league tables
• Within national framework, schools and municipalities form their own curricular regulations – sensitive to local context
• Teaching methods & materials: freedom of teachers
• All exams & test: carried out by teachers based on curriculum goals
Education system
Education system
• Compulsory: 9 yrs basic education & optional 10th yr
• 1-6: a class teacher• 7-9: subject teachers• School year of 190 days• Weekly 19 (age 7) to 30 (grades 7-9) lessons a
week
Quality control
• No inspectorate• System relies on proficiency of teachers• Self-evaluation is strongly emphasized• Use of external evaluators is encouraged
Pedagogy
• On principle: local freedom• Watch:
http://news.bbc.co.uk/1/hi/8601207.stm
Professional development
• All teachers are masters (master in education; master in subject + T.Ed.)
• Applicants must have succesfully completed the matriculation examination
Institutional development & arrangements
• Autonomy of municipalities and schools• Class sizes: no regulations• Age grouping or cross age/forms grouping
Allied social measures
• Focus on special needs• Integration into mainstream• Possibly special support for a number of hours
a week
Funding
• Majority of school completely public-funded: 57% by state & 43% by municipalities
• 8% private schools; also get the state-funding as long as they comply with the national curriculum
• Tuition free; contribution for teaching material may be required
Selection and gate keeping
• Promotion is based on achievement in each subject• Decision on progression rests with teaching staff• National application system for secondary
education; selection based on previous study record for general secondary
• Matriculation examination gives general eligibility for higher education
• Universities select based on entrance examinations• Numerus clausus in all fields of university education
Compare and evaluate
• Curriculum products?• Relate to degree of control – autonomy of
schools, teachers• Pitfalls of curriculum products; systems for
quality steering?• Possible tension between curriculum products
at different levels?
Level of autonomy at school and class level
National School School Class
Autonomy and professionality
RESTRICTED PROFESSIONAL:
EXTENDED PROFESSIONAL
Autonomy and accountability
More autonomy
More responsibility
More accountability
Task: start task during F2F-sessionand post in dropbox task 2 on 24/10/12Compare systems – work in groups of 3
• Identify curriculum activities at different levels of an education system in your own country (based on task 1). Identify their function(s) within the cycle of quality assurance.
• Compare with 2 colleagues from other countries. Discuss differences, pitfalls and advantages of each system within its specific context.
Result of group task = posted in dropbox task 2? Don’t forget to mention the names of group members
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