Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique's Primary Mathematics Education

Autor/in	Kusaka, Satoshi
Titel	Issue Analysis of Competency-Based Mathematics Curriculum Design in African Countries: A Case Study of Mozambique's Primary Mathematics Education
Quelle	In: Journal of Education and Learning, 9 (2020) 1, S.41-50 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Foreign Countries; Competency Based Education; Mathematics Curriculum; Curriculum Design; Elementary School Mathematics; Curriculum Evaluation; Textbooks; Mozambique + Suchen Sie Ihr Suchwort? Ausland; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Lehrplangestaltung; Elementare Mathematik; Schulmathematik; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Textbook; Text book; Schulbuch; Lehrbuch; Mosambik
Abstract	The paper firstly clarified the characteristic of competencies being discussed in African countries by comparing them with competencies being discussed in developed countries. It has become clear that both countries are very similar. In other words, against the background of rapidly increasing internationalization and globalization, the competencies required to live in the society of the future are the same across borders, regardless of whether in a developed country or a developing country. Secondly, using Mozambique as a case study, how the competencies are actualized and what kind of challenges they face are discussed by analyzing primary mathematics curriculum, textbooks and in classes. An emphasis was placed on the ability to use social, cultural and technological tools used in an interactive manner in the competencies that were contained in the 2015 curriculum. However, most of the contents of the new textbook focus on "basic competencies" centered on basic knowledge and skills. Furthermore, there were many classes where teachers presented questions listed in the textbook as they are. Hence, it became apparent that the nurturing of practical competencies listed in the curriculum was largely reliant on the abilities of the teacher. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01