Curriculum development
Curriculum development is a process of improving the curriculum. Various approaches have been used in developing curricula. Commonly used approaches consist of analysis (i.e. need analysis, task analysis), design (i.e. objective design), selecting (i.e. choosing appropriate learning/teaching methods and appropriate assessment method) formation ( i.e. formation of the curriculum implementation committee / curriculum evaluation committee) and review ( i.e. curriculum review committee).
- Analysis
- Design
- Selecting
- Formation
- Review
Early childhood care and education (ECCE)
There is no single curriculum that is 'best' for all situations. However, a comparison of different curricula shows certain approaches to be generally more effective than others. Comprehensive programmes addressing health, nutrition and development have proven to be the most effective in early childhood, especially in programmes directed at very young and vulnerable children.[1][2] This requires a genuine commitment from agencies and individuals to work together, to plan projects collaboratively, and to involve parents and communities.[3]
Humanistic curriculum development
A humanistic curriculum is a curriculum based on intercultural education that allows for the plurality of society while ensuring balance between pluralism and universal values. In terms of policy, we must recall that curriculum frameworks are tools to bridge broad educational goals and the processes to reach them. For curriculum frameworks to be legitimate, the process of policy dialogue to define educational goals must be participatory and inclusive.[4] Curriculum policy and content must both be guided by the principles of social and economic justice, equality and environmental responsibility that constitute the pillars of sustainable development.[5]
Sources
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Rethinking Education: Towards a global common good?, 41-42, UNESCO. UNESCO.
This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 (license statement/permission). Text taken from Investing against Evidence: The Global State of Early Childhood Care and Education, 243-265, Marope, P.T.M., Kaga, Y., UNESCO. UNESCO.
References
- ^ Engle, P. 2009. Growing global evidence. In Woodhead, M. and Oates, J. (eds). Effective Early Childhood Programmes. Vol. 4 of Early Childhood in Focus. Milton Keynes, The Open University.
- ^ UNESCO. 2012. EFA Global Monitoring Report. Policy Paper 03. April 2012.
- ^ Marope, P.T.M.; Kaga, Y. (2015). Investing against Evidence: The Global State of Early Childhood Care and Education (PDF). Paris, UNESCO. pp. 243–265. ISBN 978-92-3-100113-0.
- ^ Amadio, M. (2014). "Curriculum in the Twenty-First Century: Challenges, Tensions and Open Questions". ERF Working Papers. No. 9. Paris, UNESCO.
{{cite journal}}:|volume=has extra text (help) - ^ Rethinking Education: Towards a global common good? (PDF). UNESCO. 2015. pp. 42–43. ISBN 978-92-3-100088-1.
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