The Character of a Curriculum for a "Practical" Curriculum
In: Curriculum Theory Network, Heft 10, S. 25
In: Curriculum Theory Network, Heft 10, S. 25
In: Curriculum Theory Network, Heft 6, S. 41
In: Curriculum Theory Network, Heft 6, S. 66
The success of a country's education cannot be separated from the curriculum management used. Changes in curriculum that are flexible and follow the times are one of the factors for achieving success in the field of education. Currently, the 2013 curriculum is used, which was previously the KTSP curriculum. The curriculum proposed by the government is an independent curriculum. In order to improve the quality of human resources, the Minister of Education and Culture implements the Independent Learning education program which serves as a guide for further training. This study aims to determine the implementation of the differences in the two characteristics of the curriculum, namely the 2013 Curriculum or the Mandhiri Curriculum which is of course in accordance with the needs and abilities of teachers and students in each school. The procedure in this research is literature search. The analysis technique used is comparative analysis, namely comparing the object of research with the concept of comparison. The main purpose is to compare whether the case under study has similarities with the researcher's concept. In this study there are 2 possibilities: 1) the concepts studied are similar to the comparison concepts, or 2) the concepts studied explain the differences. The results of this study indicate that there is a difference between the 2013 curriculum and independent learning plans. Curriculum 2013 is also defined as results-based curriculum, meaning results-based curriculum. Whereastheopportunityof learning isopportunityof thought, thequintessenceofopportunityof thought mustto begin withbewithin theeducator. The 2013 curriculum hasa fewcharacteristics,the primaryis tocreateaadjustbetween allangles. The 2013 curriculum has several characteristics, the first is to develop a balance between all aspects. Second, schools are part of society. Third, give them free time to develop various attitudes, knowledge, and skills. Fourth, Basic Competencies (KD), Finally, lesson plans are always developed from each basic ...
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In: Curriculum Theory Network, Heft 6, S. 60
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 49, Heft 4, S. 373-386
ISSN: 1467-873X
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 8, Heft 1, S. 65-72
ISSN: 1467-873X
Education should open the door to better lives and better jobs. The fact is that it does not. In part, there are many causes including rigidity, political interference, and the separation between disciplines that we teach without context and without dialogue with our students. Specifically, I think that we should use education as a way to help students make better choices and have a better life. One way we can do it is by reconciling science with the other disciplines. And that is what is at the heart of curriculum studies. There is a pervasive belief that the Western ideology of knowledge is neutral, and therefore must be good for all peoples in all cases. As a result education here in the West has not changed to address the needs of citizens in the 21st century. We have become a global community, and outsourcing our ideas has met with disastrous consequences. I believe that we have a societal obligation to help our fellow citizens navigate within an increasingly complex world. Curriculum Circus uses the many metaphors of the circus to defend a polymerization of arts and science, a return to their common history. I start with the reconceptualization of William Pinar arguing for a "marriage of two cultures: the scientific and the artistic and humanistic" (W. F. Pinar, 1975/ 2000, p. xv). I then address
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Determinar la visión de sociedad y ser social a la que aspira cada comunidad política, es un asunto fundamental para la Gestión Directiva del Currículum. A partir de ella, la Gestión Directiva del Currículum asume la tarea de identificar las estrategias, acciones y mecanismos para influir y hacer que el personal se una en lo general y en lo particular, para alcanzar cada uno de los objetivos definidos por la organización y consolidar así la oferta de un servicio educativo de excelencia y calidad. Este artículo tiene por fin sustentar el papel estratégico que t iene la Gestión Directiva del Currículum en la concretización de la imagen de sociedad y ser social a la que aspira como comunidad política, toda sociedad. To identify the human beings' point of view and the social political role in their communities is a fundamental issue from the curriculum management perspective. Once it has been identified, the curriculum management assumes the responsibility to determine the strategies, actions and mechanisms to influence teachers and administrative stuff to work together and reach the goals and objectives established by the organization. Joining teachers and administrative staff is a way to offer a high quality and efficient educational system. From this perspective, the article states the relevance of the curriculum management from the society's point of view, emphasizing not only the person as an individual, but as a member of the society in which he/she is involved.
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In: American Indians, the Irish, and Government Schooling, S. 118-155
In: Curriculum Inquiry, Band 13, Heft 1, S. 65
In: The Future MBA: 100 Ideas for Making Sustainability the Business of Business Education, S. 37-48
In: Curriculum Theory Network, Heft 5, S. 3
In: Studies in educational evaluation, Band 12, Heft 2, S. 139-147
ISSN: 0191-491X