The Curriculum Debate: Why It Is Important Today. IBE Working Papers on Curriculum Issues No. 10

Autor/inn/en	Tedesco, Juan Carlos; Opertti, Renato; Amadio, Massimo
Institution	International Bureau of Education (IBE) (Switzerland)
Titel	The Curriculum Debate: Why It Is Important Today. IBE Working Papers on Curriculum Issues No. 10
Quelle	(2013), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Democratic Values; Social Values; Role of Education; Curriculum; Religion; Inclusion; Curriculum Development; Social Justice; Equal Education; Competency Based Education; Skill Development; Citizenship Education; Educational Technology; Scientific Literacy; Technological Literacy; Foreign Countries + Suchen Sie Ihr Suchwort? Sozialer Wert; Bildungsauftrag; Curricula; Lehrplan; Rahmenplan; Inklusion; Curriculum; Development; Curriculumentwicklung; Entwicklung; Soziale Gerechtigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kompetenzentwicklung; Qualifikationsentwicklung; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Unterrichtsmedien; Technisches Wissen; Ausland
Abstract	The current debates on the purpose and role of education are linked to social imaginaries which should be convening and achievable. At the core of these imaginaries is the construction of a more just society. Increasingly, education is viewed as a necessary condition for such visions to be achievable. However, this situation is concomitant with the spreading of citizens' strong distrust in governments' capacity to shape and implement long-term educational policies, and in the effectiveness of the education system to respond to contemporary challenges and problems. The quality of education is often questioned, especially as it is increasingly measured by the results of national and international assessments. The traditional organization of the teaching and learning process and content are increasingly perceived as outdated with regards to the knowledge, skills, attitudes and values (the "competences") needed to live in an ever-changing world and a century that is filled with uncertainties, but also opportunities. The functioning of the school system is increasingly questioned by international and national assessments that tend to take the place of the curriculum in the teaching and learning process (Savolainen & Halinen 2009) and "make judgements" about its effectiveness. In a context characterized by serious concerns and incessant claims, giving a convincing purpose to education and learning must become a priority in the effort to redefine the ultimate goals pursued by national societies. It is also essential that the renewed significance given to education and learning raises the enthusiasm of teachers, families, and communities, and encourages students to engage in their learning. Within this conceptual framework, the curriculum can be considered as a means to providing content and coherence to education policies. This framework can also help strengthen the links between education policy and curriculum reform, and provide a more effective response to the expectations and demands of youth and society. A bibliography is included. (ERIC).
Anmerkungen	UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20, Switzerland. Tel: +41-22-917-78-00; Fax: +41-22-917-78-01; Web site: http://www.ibe.unesco.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01