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