Transcript Overview of the IBE education/curriculum programmes

Overview of the IBE
education/curriculum
programmes
UNESCO Workshop – Khartoum
13-15 March 2006
13-15 March 2006
IBE UNESCO
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“International trends”
What does this mean?
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“Good policies and practices” in countries
that are economically developed and/or do
well in international comparisons (e.g.
PISA; UNESCO EFA Monitoring Report
2005): Finland, Canada, South Korea, Cuba
There are different roads leading to success
– yet the “success” concept has to be
explored more closely
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“International trends”
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Education innovations/practices
based on research outcomes
Practices that people value because
they invest in them hope & high
expectations
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IBE Programmes
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Policy dialogue
Capacity building (“community of
practitioners”)
International Education Observatory
Technical assistance to member states
(curriculum development)
Curriculum and poverty alleviation
HIV/AIDS Education
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Technical assistance to member
states (curriculum development)
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Transition and post-conflict contexts
(Kosovo, Bosnia and Herzegovina,
Afghanistan, Algeria, Caucasus Region)
Countries that are in the course of
improving their education systems (Gulf
Region: ABEGS; Kuwait; Argentina:
Campana project)
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Transition & Post-conflict
contexts
Kosovo (2000-2001)
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Development of a new Curriculum
Framework for primary and secondary
education
(RE) defining the criteria for a quality
curriculum
Definition of the ‘core curriculum’ in terms
of both education inputs and learning
outcomes
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Basic principles of the new
curriculum
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Need for a comprehensive ‘education vision’
‘Common core’ and local curriculum
Flexibility
Student-centred curriculum
Respect of pluralism and diversity
Integration of new education dimensions
Constructive approach of the identity issues
A modern concept of learning (relevant,
integrated and holistic)
Focus on competences to face today’s world
challenges and possibilities
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Bosnia and Herzegovina
(2003-2004)
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Modernisation and harmonisation of
a diverse curriculum (13 Ministries of
Education)
Defining the ‘core curriculum’ not
just in terms of content (prefabricated information) but (also) in
terms of student competencies
Quality processes and products: how
to balance tradition and innovation
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Caucasus Region (Armenia,
Azerbaijan, Georgia): 2003
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Teacher training and curriculum
reform
Pre-service teacher training and inservice teacher training
How can curriculum documents
orient teachers?
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Algeria (2003 – 2004)
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Revising the national Curriculum
Framework in the light of a
competencies-based approach
Textbook production and evaluation
in line with the requirements of the
Curriculum Framework and of the
national legislation promoting quality
education for all
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GULF countries
(ABEGS – GASERC projects)
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Yearly and weekly time allocation
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Curriculum integration
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Usage of ‘electronic Tools’ in the
context of capacity building for
curriculum specialists
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Kuwait
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Secondary Education Reform Project
Changes of the education structure
(from 4+4+4 to 6+3+3) and
curriculum improvement
Teaching and learning strategies
Improvement of the evaluation and
certification system
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