Session Information
03 SES 10, European Perspectives on School-Based Curriculum Development
Round Table
Contribution
At ECER 2008, a symposium was organized with the aim to provide insights in and illustrate the current application of the concept of school-based curriculum development as it is found in six European countries: Austria, Finland, Germany, Ireland, the Netherlands, and Sweden. This symposium has resulted in a book including the six case descriptions of the symposium, together with six Asian case descriptions (China, Hongkong, Japan, Singapore, South Korea, Taiwan). All contributions adhered to the following framework.
1. Overview of school-based curriculum development
a. What are major changes in curriculum orientations in the last 10 years?
b. What is the role of schools within curriculum policies (in different curriculum domains, such as content, pedagogy, curriculum and assessment, textbooks)? What do role division and division in responsibilities between schools and government (key decision makers) look like?
c. What are roles of other (external support) agencies?
d. What are general patterns in practices of SBCD?
2. Empirical materials that illuminate the SBCD practices
3. Conclusion
The book was edited by Edmond Law (Hong Kong Institute of Education) and Nienke Nieveen (SLO Netherlands Institute for Curriculum Development) and is entitled Schools as Curriculum Agencies: Asian and European Perspectives (Sense publishers).
At ECER 2010, the contributors will revisit the six cases during a symposium that starts from the observation that the current educational policy landscape concerning centralization of curriculum planning in Europe is indeed varied. In several countries there has been a growing tendency towards increasing autonomy of schools, reviving to some extent the rationale and aims of school-based curriculum development. Here, schools have been challenged to take the role of curriculum agencies by reexamining their curriculum and redeveloping it in line with their own aspirations. In other countries, schools are involved in national curriculum planning in order to inform the planning process and diminish implementation (scaling) problems.
In a condensed way, each contribution (10 minutes each) will cover the following topics:
- Interpretation of the term SBCD and approaches in practice: involving schools in national curriculum planning and/or room for schools to follow their own aspirations within a common broadly described framework?
- Major challenges found with regard to SBCD.
- Support that contributes to SBCD (e.g. textbook development, networks of schools, teacher preparation, extrenal support, inspiring practices/alternative images)
Presentations:
SBCD in Austria
Michael Schratz (Leopold-Franzens-Universität, Austria) michael.schratz@uibk.ac.at, Tanja Westfall-Greiter (Creative Liaisons, Austria) tanja@mehralssprache.eu
SBCD in Germany
Uwe Hameyer (Christian-Albrechts-Universität, Germany) uwe.hameyer@t-online.de
SBCD in Ireland
Majella Dempsey (National University of Ireland) majella.dempsey@nuim.ie, Majella O'Shea (NCCA National Council for Curriculum and Assessment, Ireland) majella.oshea@ncca.ie, Anne Looney (NCCA National Council for Curriculum and Assessment, Ireland) anne.looney@ncca.ie
SBCD in the Netherlands
Nienke Nieveen (SLO Netherlands Institute for Curriculum Development) n.nieveen@slo.nl, Jan van den Akker (SLO Netherlands Institute for Curriculum Development) j.vandenakker@slo.nl, Frans Resink (SLO Netherlands Institute for Curriculum Development) f.resink@slo.nl
SBCD in Sweden
Ulf Blossing (Karlstad University, Sweden) ulf.l.blossing@kau.se, Mats Ekholm (Karlstad University, Sweden) mats.ekholm@kau.se, Hans-Åke Scherp (Karlstad University, Sweden) hans-ake.scherp@kau.se
SBCD in Finland
Jouni Välijärvi, University of Jyväskylä, Jyväskylä, jouni.valijarvi@ktl.jyu.fi
Method
Expected Outcomes
References
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