Relevant bibliographies by topics / National curriculum centre

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'National curriculum centre'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "National curriculum centre"

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Zhu, Yan, and Dingfang Shu. "The Haitong Project: Exploring a collaborative approach to implement TBLT in primary classrooms in China." Language Teaching 50, no. 4 (September 14, 2017): 579–85. http://dx.doi.org/10.1017/s0261444817000180.

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As one of the two ‘educational special zones’ in China, Shanghai is launching a new round of curriculum reforms centring on lide shuren, viz. ‘fostering integrity and promoting rounded development of people’ (Hu 2012). Apart from piloting a new plan for Gaokao, the national college entrance examination in 2014, a ground-breaking endeavour by the Shanghai Municipal Education Commission was to establish 17 key research centres at higher institutions for 16 basic education subjects in an effort to push forward city-wide curriculum innovations through in-depth university-school collaborations. Founded in 2016, the Shanghai Centre for Research in English Language Education (SCRELE) is one of these key research platforms.
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Kirsch, Otakar, and Lucie Jagošová. "Theory as a Platform for the Education of Museum Staff. Development of the Centre for the Study of Museology in the Years 1967–1982." Muzeum: Muzejní a vlastivedná práce 55, no. 2 (June 1, 2017): 3–15. http://dx.doi.org/10.1515/mmvp-2017-0041.

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AbstractThe aim of the presented study is to bring together almost fifteen years of the Centre for the Study of Museology of the Charles University’s Faculty of the Arts at the National Museum in Prague (herein - after referred to as the Centre), one of the most important contemporary methodological and educational centres in the field of museology. The subject of interest will gradually become an analysis of the factors and phenomena that led to its establishment in 1967, including the theoretical concept of the head of the Centre, Jiří Neustupný, which became the starting point for the final form of its curriculum. In addition to outlining the structure for the curriculum for the students of Charles University’s daily study and for the museum staff and introducing personalities who have participated in educational activities, the text also deals with its non-teaching activities (such as research and methodological activities, cooperation within both the domestic and the international museum organisations, while collecting and publishing museological literature). The work was created to commemorate the 50th anniversary of the museological centre which is recognised by international authorities and, as the first one, this work seeks to map its development.
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Han, Youping, and Anne Davidson Lund. "A research update from CILT, the National Centre for Languages, London." Language Teaching 43, no. 1 (December 10, 2009): 98–103. http://dx.doi.org/10.1017/s0261444809990231.

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In the past decade or so there has been a well-documented decline in language take-up among secondary school pupils of Years 10 and 11 in England (14–16-year-olds, also referred to as Key Stage 4 in the national curriculum for England and Wales) and there have been fewer UK-domiciled undergraduates or postgraduates studying for a languages degree (a decrease of 5.7% and 2.3%, respectively in the academic year 2005–06 by comparison with 2002–03 (CILT 2009). However, having tracked trends in language learning for over a decade and in the light of our various research initiatives, at CILT, the National Centre for Languages, we believe that there are reasons for restrained optimism about the future of the UK's national capability in languages.
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Ahtiainen, Raisa, Elina Fonsén, and Laura Kiuru. "Finnish early childhood education and care leaders’ perceptions of pedagogical leadership and assessment of the implementation of the National Core Curriculum in times of change." Australasian Journal of Early Childhood 46, no. 2 (April 21, 2021): 126–38. http://dx.doi.org/10.1177/18369391211010971.

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Finnish early childhood education and care (ECEC) experienced system-wide changes in legislation, curriculum, and teachers’ and centre leaders’ qualification requirements between 2013 and 2018. Through these changes, the Finnish ECEC follows the global trends shifting the focus of ECEC from care towards education. The data are leaders’ ( N = 41) written responses to three open-ended questions in a survey completed in 2018. The analytical framework draws on the models of educational change and human capital of pedagogical leadership. The framework directs focus on leaders’ understanding about and realisation of these new policies in their ECEC centres. Results indicate that leaders have the capacity to interpret and lead the curriculum process. However, to secure the coherence in and quality of ECEC, guidance that is more systematic and instruments (e.g. for development of pedagogy) that support the implementation of the curriculum and its assessment are needed.
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Pestovs, Pāvels, and Dace Namsone. "PERFORMANCE ASSESSMENT IN SCIENCE NATIONAL LEVEL DIAGNOSTIC TESTS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 25, 2018): 376. http://dx.doi.org/10.17770/sie2018vol1.3215.

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National Centre of Education of the Republic of Latvia in 2016 lunched national project of the renewal of the curriculum for education funded by the European Social Fund. One of the key priorities of successful implementation of the new education curriculum is transforming national level assessment system.Assessment system measuring student performance must meet different requirements from the traditional measurement instrument assessing content knowledge.Analysing 2017 national level science assessment diagnostic tests of 15-16 years old students, it is impossible to discriminate student different level of performance. Student, demonstrating singly stored pieces of knowledge, integrating pieces of knowledge into a coherent system, deriving general principle or transferring understanding to new situations, are assessed the same.The research goal is to analyse 9th grade student performance in national level science diagnostic testing, which measures conceptual understanding by explaining natural phenomena scientifically. This paper describes developing and calibrating measuring instrument assessing student performance according to the cycles of cognitive growth and taxonomy of observed learning outcomes.
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Lager, Karin. "Att undervisa i fritidshem." Educare - vetenskapliga skrifter, no. 2 (June 25, 2018): 51–68. http://dx.doi.org/10.24834/educare.2018.2.3.

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The aim of this article is to explore teaching in a leisure-time centre based on teaching as an entity of care, learning and development. Reforms that characterized Swedish educational systems since the 1980s have in many ways changed the leisure-time centre; and, in The Education Act and the national curriculum, a shift from care to education can be noticed. A revised task for the leisure-time center lifts concepts such as teaching and achievement in line with the primary school's task. The article focuses on a policy process where a specific activity is planned, implemented, documented, evaluated and followed up by teachers in the leisure-time center. The enactment of teaching is analyzed through policy enactment theory, and data is generated by ethnographical method in a case study in a leisure-time centre. The result shows an entity of care, learning and development when teaching focuses on play and development of social and relational abilities, in line with the leisure-time center's task.
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Pestovs, Pāvels, Dace Namsone, Līga Čakāne, and Ilze Saleniece. "ALIGNMENT OF 6TH GRADE LARGE-SCALE ASSESSMENT CONSTRUCTS WITH THE REVISED CURRICULUM FRAMEWORK." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 21, 2019): 387. http://dx.doi.org/10.17770/sie2019vol2.3811.

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One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed for aligning the national assessments with the national curriculum. The theoretical framework of the research is developed by analysing the frameworks of the programme for international student assessment (PISA), trends in international mathematics and science study (TIMSS), progress in international reading literacy study (PIRLS), as well as the framework of the revised national curriculum in Latvia. National 6th Grade assessments of the year 2018 are analysed by using Classical test theory and Rasch model. The indicators of the test items are mapped according to the developed theoretical framework. Authors conclude that the national 6th Grade tests assess the elements of literacy, numeracy and scientific literacy. Students have a high level of performance in test items with low cognitive depths, but there is an insufficient number of test items with high cognitive depths, allowing pupils to demonstrate skills in new contexts, which is an essential goal of the new national curriculum. Further research is required on the use of data from the large-scale assessment in supporting and guiding student instruction and learning.
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Tang, Hei-Hang Hayes, King Man Eric Chong, and Wai Wa Timothy Yuen. "Learning to understand a nation." Social Transformations in Chinese Societies 15, no. 2 (August 21, 2019): 81–93. http://dx.doi.org/10.1108/stics-10-2018-0015.

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Purpose National identification among young people and the issues about how national education should be conducted have been the significant topics when the Hong Kong Special Administrative Region was entering its third decade of the establishment. This paper was written based on data the authors obtained upon participation in a project organized by the Centre for Catholic Studies of the Chinese University of Hong Kong. The project was carried out after the official curriculum, known as the Moral and National Education Curriculum Guide, was shelved due to popular resentment. The project aimed at capturing the timely opportunity for substantial resources available for school-based operation of moral and national education and developing an alternative curriculum about teaching national issues and identification for Catholic Diocese and Convent primary schools to adopt. This paper aims to investigate the nature of this Catholic Project and examines the extent to which it is a counterhegemonic project or one for teaching to belong to a nation (Mathews, Ma and Lui, 2007). It assesses the project’s possible contribution to citizenship and national education in Hong Kong, since the withdrawal of the Moral and National Education Curriculum Guide. Design/methodology/approach The authors of this paper worked in an education university of Hong Kong and were invited to be team members of this Catholic Project. The role comprised proposing topics for teacher training, conducting seminars, giving comments to teaching resources, observing and giving feedback to schools that tried out the teaching and designing/implementing an evaluative survey and conducting follow-up interviews with involved parties such as teachers and key officials of the Catholic Centre. Given this, the research involved can be perceived as action research. This paper was written up with both the qualitative and quantitative data the authors collected when working the project. Findings This paper reported a Catholic citizenship training project with the focus on a Catholic school project on preparing students to understand the nation by learning national issues analytically. The ultimate goal was to ensure teachers in Catholic primary schools could lead the students to examine national issues and other social issues from the perspective of Catholic social ethics. Though the project arose after the failure of the government to force through its controversial national education programme, this paper found that instead of being an alternative curriculum with resistance flavour, the project was basically a self-perfection programme for the Catholic. It was to fill a shortfall observed of Catholic schools, namely, not doing enough to let students examine social and national issues with Catholic social ethics, which, indeed, had a good interface with many cherished universal values. In the final analysis, the project is not a typical national education programme, which teaches students to belong to a nation but an innovative alternative curriculum transcending the hegemony-resistance ideological tensions as advanced by western literature (for example, Gramsci, 1971; Freire, 1970; and Apple, 1993). Originality/value The paper contributes to the literature of Hong Kong studies and citizenship education studies. The results of such an innovative endeavour, which captures and capitalizes the opportunity and resources for developing a national education curriculum in school-based manner. Attention was paid to the endeavour’s nature and its possible contribution to the knowledge, policies and practices of citizenship and national education in Hong Kong amidst deep social transformations. In particular, the paper can add to the specific literature about Hong Kong’s citizenship and national education development since the withdrawal of the Moral and National Education Curriculum Guide. Using an empirical example of Asian schooling and society, analysis of this paper illustrates the way in which development of an alternative curriculum is more innovative and interesting, transcending the hegemony-resistance ideological tensions.
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Dunston, Roger, Dawn Forman, Jill Thistlethwaite, Carole Steketee, Gary D. Rogers, and Monica Moran. "Repositioning interprofessional education from the margins to the centre of Australian health professional education – what is required?" Australian Health Review 43, no. 2 (2019): 224. http://dx.doi.org/10.1071/ah17081.

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Objective This paper examines the implementation and implications of four development and research initiatives, collectively titled the Curriculum Renewal Studies program (CRS), occurring over a 6-year period ending in 2015 and focusing on interprofessional education (IPE) within Australian pre-registration health professional education. Methods The CRS was developed as an action-focused and participatory program of studies. This research and development program used a mixed-methods approach. Structured survey, interviews and extensive documentary analyses were supplemented by semi-structured interviews, focus groups, large group consultations and consensus building methods. Narrative accounts of participants’ experiences and an approach to the future development of Australian IPE were developed. Results Detailed accounts of existing Australian IPE curricula and educational activity were developed. These accounts were published and used in several settings to support curriculum and national workforce development. Reflective activities engaging with the findings facilitated the development of a national approach to the future development of Australian IPE – a national approach focused on coordinated and collective governance and development. Conclusion This paper outlines the design of an innovative approach to national IPE governance and development. It explores how ideas drawn from sociocultural theories were used to guide the choice of methods and to enrich data analysis. Finally, the paper reflects on the implications of CRS findings for health professional education, workforce development and the future of Australian IPE. What is known about the topic? IPE to enable the achievement of interprofessional and collaborative practice capabilities is widely accepted and promoted. However, many problems exist in embedding and sustaining IPE as a system-wide element of health professional education. How these implementation problems can be successfully addressed is a health service and education development priority. What does this paper add? The paper presents a summary of how Australian IPE was conceptualised, developed and delivered across 26 universities during the period of the four CRS studies. It points to strengths and limitations of existing IPE. An innovative approach to the future development of Australian IPE is presented. The importance of sociocultural factors in the development of practitioner identity and practice development is identified. What are the implications for practitioners? The findings of the CRS program present a challenging view of current Australian IPE activity and what will be required to meet industry and health workforce expectations related to the development of an Australian interprofessional- and collaborative-practice-capable workforce. Although the directions identified pose considerable challenges for the higher education and health sectors, they also provide a consensus-based approach to the future development of Australian IPE. As such they can be used as a blueprint for national development.
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Bailey, Lucy, and Lucy Cooker. "Who Cares? Pro-social education within the programmes of the International Baccalaureate." Journal of Research in International Education 17, no. 3 (December 2018): 228–39. http://dx.doi.org/10.1177/1475240918816405.

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This article is a study of one aspect of the character education offered by schools following the curriculum of the International Baccalaureate – students’ pro-social development. Set against a background in which the development of inter-personal qualities is being marginalised by conservative governments across many national systems of education (Keddie, 2015), the International Baccalaureate seems to defy these trends by continuing to centre attention on the holistic development of personal characteristics, including the cultivation of pro-social behaviour through the learner attribute ‘Caring’. Through a focused analysis of the pro-social curriculum practice enacted by nine case-study international schools following this curriculum across three continents, the article concludes that pro-social behaviour is effectively encouraged by the International Baccalaureate programmes, but that it is a somewhat patrician version of caring that is enacted in many contexts.
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Dissertations / Theses on the topic "National curriculum centre"

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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects: a case analysis of environmental and population education projects in Lesotho." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003450.

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This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.
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Petersen, Carola. "Educators' perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, University of the Western Cape, 2009. http://hdl.handle.net/11394/2636.

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Magister Educationis - MEd
This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.
South Africa
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.

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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.
Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Barquero, Lucy. "A recommended curriculum development model for "Centro de investigacion y docencia en educacion" (CIDE), National University of Costa Rica." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/546122.

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The purpose of this study was to design a development model of a process for developing, introducing, and implementing innovative curricula at the community university level. Focusing on higher education, the study examined a comprehensive, systems-based model to determine the extent to which it identified current curriculum and instruction development practices.The study involved four major parts: 1) a series of interviews with teachers and administrators of Ball State, 2) a review of literature about curriculum development to synthesize the material and information collected, and to use it as a base for designing a curriculum model, 3) a set of nine questionnaires sent to teacher and administrators of CIDE (Center for Research and Teaching in Education) at the National University-Costa Rica, 4) a model design which exemplified steps useful to the process of implementation and evaluation.The study illustrates and examines a variety of experiences and problems related to curriculum development. Suggested solutions which will be of interest to both institutional planners and faculty members are given throughout the study. The research suggests a framework for understanding the role of curriculum development in education and for demonstrating how the changes contribute to the quality of the program as a tool in the educational process.This model is based on the combination of organizational and instructional curriculum development with research being an integral part of each area. For any institution wishing to implement innovations suggested by this study, the model should be viewed as flexible and adaptable.Ball State UniversityMuncie, IN 57406
Center for Lifelong Education
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Oliveira, Gl?ucia da Silva Batista. "A abordagem da educa??o ambiental na pr?tica pedag?gica do Centro de Aten??o Integral ? Crian?a e ao Adolescente ?Paulo Dacorso Filho? Serop?dica-RJ." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1446.

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This study was conducted in CAIC Paulo Dacorso Filho School, located in Serop?dica - RJ through semi structured interviews and semi-open questionnaires to analyze the Environmental Education Approachs in the pedagogical practices of the school, taking interdisciplinarity into consideration. We interviewed 11 students, six teachers and the school principals. The main topics discussed were: CAIC Paulo Dacorso Filho Historical context; Environmental Education: contributions and challenges; Historical context of Environmental Education in Brazil; Environmental Education into transversal projects; Environmental Education for a sustainable; world in the school context; the development of environmental education through the school curriculum; environmental education and teacher training . The subjects were selected by their relation to the object of study. The main objective was to investigate how the approach proposed by the Environmental Education legal documents, especially the NCS, occurs in the CAIC pedagogicals practices. It can be concluded that even in an unstructured way, environmental education is a school life theme, especially in occasional events focused on this theme. It is important to note that Environmental Education Approach is predicted in the school's PPP, implemented since 1993, and incorporating the principles set forth by Law No. 9795/99.
O presente estudo foi realizado no Centro de Aten??o Integral ? Crian?a e ao adolescente ? CAIC Paulo Dacorso Filho em Serop?dica?RJ por meio de entrevistas semi estruturadas e question?rios semi-abertos para analisar a abordagem da Educa??o Ambiental na pr?tica pedag?gica da Escola, levando em considera??o a interdisciplinaridade. Foram entrevistados 11 alunos, 6 professores e a dire??o da escola. Os principais temas abordados foram: o hist?rico do centro de aten??o integral ? crian?a e ao adolescente; educa??o ambiental: contribui??es e desafios; contexto hist?rico da educa??o ambiental no Brasil; educa??o ambiental nos projetos transversais; a educa??o para um mundo sustent?vel; educa??o ambiental no contexto escolar; o desenvolvimento da educa??o ambiental atrav?s do curr?culo escolar; educa??o ambiental e a forma??o docente. Os temas foram selecionados por sua rela??o com o objeto de estudo. O principal objetivo foi o de investigar como a abordagem da EA proposta pelos documentos legais, em especial os PCN, ocorrem na pr?tica Pedag?gica do CAIC. Pode-se concluir que, mesmo de forma pouco estruturada, a Educa??o Ambiental ? um tema presente no cotidiano escolar, especialmente em ocasi?es de eventos voltados para esse tema. ? importante destacar que a abordagem da Educa??o ambiental est? prevista em seu PPP desde a implanta??o da escola, em 1993, incorporando assim os princ?pios apresentados pela Lei n? 9795/99.
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Stackell, Alexandra. ""Jag skulle inte gå till skolan om jag inte visste att det fanns fri lek" : En studie om hur några barn uppfattar fenomenet fri lek på fritidshemmet." Thesis, Södertörns högskola, Lärarutbildningen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-17968.

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Free play is a term that often common in educational activities. The definition of the term is difficult, but it is about the children themselves decides the scope, content and process in their play. On an after-school, this may mean that it is the children are given the opportunity to freely choose their own activity in the leisure constraints. Free play can be an alternative to other, more controlled activities where adults control framework. The purpose of this study is to investigate the variations in how some children perceive and experience the phenomenon of free play in the after-school and how the children perceive the teacher´s role in the free game. The study empirical data is limited to a class, in a department in an after-school center in the inner suburbs of Stockholm. School centers and schools are integrated with each other and operations are in close cordinations and cooperation in common areas. Study based in two qualitative semi-structured focus group interviews with three children in each other group. To analyze the material used a phenomenographic analysis model. The result show that children feel that it is imortant to have free play in the school center. The children experience a degree of freedom, because you yourself may determine the content of their play. Pedagogue role in the free game perceive children as a role, where the adults keep order and ensure that the children needs are met and to avoid conflict. Educators will alto be assisting with activities to inspire creativity. Free play is also linked to emotions such as desire and curiosity and to friends enriches free play greatly.
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Monaheng, Nkaiseng ̕Mamotšelisi. "Implementation tensions and challenges in donor funded curriculum projects : a case analysis of environmental and population education projects in Lesotho /." 2007. http://eprints.ru.ac.za/1138/.

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Petersen, Carola. "Educators’ perceptions of the appropriateness and relevance of the National Curriculum Statement for learners at Special Youth Careand Education Centres in the Western Cape." Thesis, 2009. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2937_1299126831.

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This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.

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Mfeka, Siyanda Frederick. "Teachers' understandings of the concept of learner-centredness in the revised national curriculum statement : a case study of two Durban township high schools." Thesis, 2005. http://hdl.handle.net/10413/1382.

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The qualitative case study reported in this dissertation outlines the principal findings of an investigation on four teachers' understandings of the concept of learner-centredness in the Revised National Curriculum Statement (RNCS) in two Durban township high schools. The RNCS as the name suggests, is a revised National Curriculum that is both implemented and trialed in the General Education and Training band of schooling in South Africa. One of the features of the RNCS is its learner-centred pedagogy. The purpose of the research was to investigate teachers' understandings of the concept of learner-centredness in the context of outcomes-based education and the RNCS. The ways in which the meanings they assign to the concepts, as well as their perceptions of theirroles and identities in enacting learner-centred pedagogy in their classrooms as shaped by the context in which they operated was investigated A major finding of the study is that teachers' understandings of the concept of learner-centredness tend to be influenced by the context in which they work in terms of the school culture, as well as their understandings of their new roles and identities in the context of the RNCS. This means that, in part schools' cultural and social processes play a major role in shaping and reconstructing both the experiences and roles of teachers in the context of educational innovation. This has implications for the content and processes of teacher professional development and in-service education programme, as well as the organisational development of schools in preparation for curriculum change.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
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Magongoa, Malose Charles. "Challenges facing school principals in the implementation of the National Curriculum Statement in Capricorn District of the Limpopo Province." Thesis, 2011. http://hdl.handle.net/10386/1141.

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Thesis (M.Ed. (Curriculum Studies)) --University of Limpopo, 2011
The key aim of the study was to investigate whether school libraries in the rural schools of Nkangala region, Mpumalanga do implement budgeting policies due to funding constraints and poor service delivery. The library-computer centre can enhance teaching and learning. Some 188 school libraries were selected to explore their budgeting procedures and only 81 responded. The survey data collection method was used through a self-administered questionnaire which was distributed to teacher-librarians. The results of the study were analyzed according to frequencies and graphically displayed in table form. The results of the study show that almost all rural school libraries in the area have neither budgeting policies nor adequate budget to spend for effective service delivery. This shows that not only do school libraries experience budgetary constraints, but there might be other factors contributing to their poor library service delivery. It is important to empower school principals, SGBs and top managers in library budgeting procedures and for all to work cooperatively to achieve the expected educational goals.
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Books on the topic "National curriculum centre"

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ACER. The National Curriculum 5-16: A consultation document : responses submitted by the Afro-Caribbean Resource Centre September 1987 to the Secretary of State Department of Education and Science. London: ACER, 1987.

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London), National Conference on Development Education and Youth Work (1994. Delivering an international curriculum for youth work: National Conference on Development Education and Youth Work held on Tuesday 27 September 1994 at the London Voluntary Sector Resource Centre.... London: Development Education Association, 1994.

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Social Studies with Population Education Inservice Course for Secondary School Teachers (1989). Report of the Social Studies with Population Education Inservice Course for School Teachers: Held at the National Curriculum Development Centre, Institute of Education, August 28-September 1, 1989. [S.l: N.C.D.C., 1989.

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National, Educational Planning Seminar for Educational Administrators Planners Curriculum Development Personnel and Teacher Educators on the Orientation of Educational Policies Programmes and Practices (1988 Dar es Salaam Tanzania). Report of technical support to the National Educational Planning Seminar for Educational Administrators, Planners, Curriculum Development Personnel, and Teacher Educators on the Orientation of Educational Policies, Progammes, and Practices: Msimbazi Centre, Dar es Salaam, Tanzania, 15-27 February 1988. [Dar es Salaam?]: United Nations Economic Commission for Africa, Public Administration, Management, and Manpower Division, 1988.

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Ho, Wai-Chung. Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729932.

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Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China – Mainland China, Hong Kong, and Taiwan – and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories. Wai-Chung Ho’s substantive research interests include the sociology of music, China’s education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.
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Clemson, David. Maths key stage 2. Cheltenham: Stanley Thornes, 1992.

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Clarke, Shirley. Number skills. Kent: Hodder & Stoughton, 1992.

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Clarke, Shirley. Maths skills. (Sevenoaks): Headway, 1992.

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Smith, Peter. Nelson handwriting. Andover: Nelson, 1997.

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Smith, Peter. Nelson handwriting. Walton-on-Thames: Nelson, 1997.

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Book chapters on the topic "National curriculum centre"

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Kunhi, Zahira, Lesley Vidovich, and Tom O’Donoghue. "First Set of Results – National (macro) and State (meso) Levels." In Twenty-first Century Curriculum Policy, 77–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61455-3_5.

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Takayama, Keita. "The Global Inside the National and the National Inside the Global: ‘Zest for Living,’ the Chi, Toku and Tai Triad, and the ‘Model’ of Japanese Education." In Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms, 229–47. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3009-5_13.

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Chen, Xian, Minyan Jiang, Li Cai, Ling L. Liang, Jing Du, and Yan Zhou. "Alignment Between the National Science Curriculum Standards and Standardized Exams at Secondary School Gateways." In Chinese Science Education in the 21st Century: Policy, Practice, and Research, 235–57. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-017-9864-8_10.

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Mayo, Peter. "Lifelong Learning and Schools as Community Learning Centres: Key Aspects of a National Curriculum Draft Policy Framework for Malta." In Challenging the 'European Area of Lifelong Learning', 265–71. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7299-1_23.

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Bromley, Patricia, and Susan Garnett Russell. "The Holocaust as History and Human Rights: A Cross-National Analysis of Holocaust Education in Social Science Textbooks, 1970–2008." In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 299–320. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15419-0_17.

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Sassoon, Rosemary. "From 1970 to the National Curriculum." In Handwriting of the Twentieth Century, 135–46. Routledge, 1999. http://dx.doi.org/10.4324/9780203027059-10.

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F. Frascaroli, Bruno. "The experience of the financial education hub in the state of Paraíba." In NATIONAL STRATEGY FOR FINANCIAL EDUCATION (ENEF): Working towards a better Brazil. Riemma Editora, 2021. http://dx.doi.org/10.52343/riemmaeditora.978-65-00-16995-9.5.

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Financial education is one of the most recent themes in the scope of public policies, given its elevated capacity to generate positive external effects (LUSARDI, 2006). The challenge created with its integration into the National Common Curricular Base (BNCC) in 2020 hints at this relevance. It became the apex among several areas of knowledge, by becoming part of a series of subjects included in the Primary and High School Education curriculum. The idea is that this movement leads to a reformulation of the Basic Education curriculum through the efforts of all subnational entities, aimed at preparing pedagogical projects at schools that include financial education (BANCO CENTRAL DO BRASIL, 2013).
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Durrani, Naureen. "Pakistan: Curriculum and the Construction of National Citizens." In Education in West Central Asia, 221–40. Bloomsbury Publishing Plc, 2013. http://dx.doi.org/10.5040/9781472544483.ch-012.

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Karakulina, Natalia. "4. Vladimir Maiakovskii and the National School Curriculum." In Twentieth-Century Russian Poetry: Reinventing the Canon, 95–122. Open Book Publishers, 2017. http://dx.doi.org/10.11647/obp.0076.04.

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Pitts, Stephanie. "Music in the National Curriculum: policy and practice." In A Century of Change in Music Education, 153–73. Routledge, 2019. http://dx.doi.org/10.4324/9780429451119-7.

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Conference papers on the topic "National curriculum centre"

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Chawla, R., J. P. Ansermet, J. M. Cavedon, P. Hirt, W. Kro¨ger, H. M. Prasser, and M. Q. Tran. "The Swiss Master in Nuclear Engineering: A Collaboration Between Universities, Research Centre and Industry." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29218.

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The two national technical universities in Switzerland, viz. the Swiss Federal Institutes of Technology at Lausanne (EPFL) and at Zurich (ETHZ) have a rich and long tradition in nuclear education. Student research in nuclear engineering, particularly at the doctoral level, has usually been conducted in collaboration with the Paul Scherrer Institute (PSI) at Villigen, the national research centre where most of the country’s fission-related R&D is carried out. A significant part of this R&D is carried out in close collaboration with the Swiss Nuclear Utilities (swissnuclear). The four above, key national players in nuclear teaching and research in Switzerland — EPFL, ETHZ, PSI and swissnuclear — have recently pooled resources in implementing a new Master of Science degree in Nuclear Engineering (NE). The present paper describes the main features and experience acquired to date in the running of this, first-ever, common degree offered jointly by the two Swiss Federal Institutes of Technology. The program, although naturally addressing Switzerland’s needs, is clearly to be viewed in an international context, e.g. that of the Bologna Agreement. This is reflected in the composition of the first two batches, with about 70% of the students having obtained their Bachelor degrees from universities outside Switzerland. Starting September 2010, the curriculum of the EPFL-ETHZ NE Master will be upgraded, from its current 90 ECTS credit points (3 semesters) to a 120 ECTS (4 semesters) program. An overview is provided of the current 90-ECTS curriculum, as also a sketch of the changes foreseen in going to 120 ECTS.
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Lucey, Siobhán, Frank Burke, Briony Supple, and Jennie Foley. "Learning spaces in community-based dental education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.17.

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In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.
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Liao, Y. Gene, Chih-Ping Yeh, Joseph Petrosky, and Donald Hutchison. "Education and Workforce Development Programs in the Center for Advanced Automotive Technology." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23881.

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Abstract The automotive industry is currently experiencing a revolutionary technological transformation including electrification, connectivity, automated/autonomous, lightweighting, and sustainability. This paper presents the education and workforce development programs developed and delivered by Wayne State University and Macomb Community College partnership in meeting industry needs for future workforce in advanced automotive technology. Through funding from the National Science Foundation, a Center for Advanced Automotive Technology (CAAT) was established as an Advanced Technological Education center to support the partnering work, developing and leading systemic curricula reforms. The center worked with industry partners identifying curriculum gaps and provided professional development for teachers to fill those gaps. CAAT also supported new automotive technology university/college programs through its seed funding program which funded others to create, implement, and share new curricula. The center is a preeminent resource for educating engineers and technicians in advanced automotive technology as all materials that were developed in partnership with CAAT were reviewed by industry experts and offered as a free resource through website. CAAT continues its tasks supporting the United States in its efforts to build and maintain a competent workforce ready to use the skills of the 21st century to move industries ahead.
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Miller, William H., David Jonassen, Rose Marra, Matthew Schmidt, Matthew Easter, Ioan Gelu Ionas, Gayla M. Neumeyer, Randy Etter, Bruce Meffert, and Christopher C. Graham. "Radiation Protection Technician Two-Year Associates of Applied Science Curriculum for National Implementation." In 16th International Conference on Nuclear Engineering. ASMEDC, 2008. http://dx.doi.org/10.1115/icone16-48952.

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The U.S. Department of Labor awarded a $2.3 million grant to the University of Missouri-Columbia (MU) in 2006 in response to the need for well-trained Radiation Protection Technicians (RPTs). The RPT curriculum initiative resulted from significant collaborations facilitated by MU with community colleges, nuclear power plants, professional organizations, and other nuclear industry stakeholders. The objective of the DOL project is to help increase the pool of well-qualified RPTs to enter the nuclear workforce. Our work is designed to address the nuclear industry’s well-documented, increasingly significant need for RPTs. In response to this need, MU and AmerenUE’s Callaway Nuclear Power Plant first partnered with Linn State Technical College’s Advanced Technology Center (LSTC/ATC) to initiate a two-year RPT degree program. The success of this program (enrollments have been increasing over the past four years to a Fall 2007 enrollment of 23) enabled the successful proposal to the DOL to expand this program nationwide. DOL participants include the following partners: Linn State Technical College with AmerenUE – Callaway; Central Virginia Community College with AREVA; Estrella Mountain Community College with Arizona Public Service – Palo Verde; MiraCosta Community College with Southern California Edison – San Onofre; and Hill College with Texas Utilities – Comanche Peak. The new DOL grant has allowed redevelopment of the LSTC/ATC curriculum using a web-based, scenario driven format, benchmarked against industry training standards. This curriculum will be disseminated to all partners. Integral in this curriculum is a paid, three to four month internship at a nuclear facility. Two of the six new RPT courses have been developed as of the end of 2007. Four of five partner schools are accepting students into this new program starting in the winter 2008 term. We expect that these institutions will graduate 100 new RPTs per year to help alleviate the personnel shortage in this critical area of need.
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Gribben, Valerie, Amanda Kosack, Cambria L. Garell, Ulfat Shaikh, Maria Z. Huang, Andrew Y. Chang, Jennifer Rasmussen, Kathleen Tebb, and Jyothi Marbin. "Multi-Center Medical Education Curriculum for Training Pediatric Residents on Tobacco Cessation." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.1010.

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Davis, Stephanie D. "Session 2: Curriculum, Research and Development | National Center and State Collaborative Curriculum Resource Schema Intervention: Effect on Self-Determination." In World Congress on Special Needs Education. Infonomics Society, 2015. http://dx.doi.org/10.20533/wcsne.2015.0013.

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Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.

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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.
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Jaeel, Pooja, and Amy Y. Huang. "Creating a Transitions of Care Curriculum at a Federally Qualified Health Care Center- A QI project." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.621.

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H.Burkett, William, Linda Knight, Gail Burkett, Thorne Donnelley, and Ian Newman. "Panel: One Size Does Not Fit All: Critical and Timely Issues in Computer Centered Curriculum Development." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2449.

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The rapidly changing environment of the information age and the need to provide a well-rounded education, often times, are diametrically opposed. Local, regional, national, and international industry needs and pressures interact with school and discipline tradition. The basic requirements of a school’s degree often account for over half of the courses required for graduation. Administrations often do not know the difference between the parallel degrees of Computer Information and Information Technology or the complexities of Computer Science as opposed to Informing Science, thus complicating the process. The key question is “does one size fit all” when it comes to determining what a computer centered curriculum should be for a given school of higher education and to what extent do outside influences affect curriculum decisions.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Reports on the topic "National curriculum centre"

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Cary, Dakota. China’s CyberAI Talent Pipeline. Center for Security and Emerging Technology, July 2021. http://dx.doi.org/10.51593/2020ca017.

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To what extent does China’s cultivation of talent in cybersecurity and AI matter in terms of competitiveness with other countries? Right now, it seems to have an edge: China’s 11 World-Class Cybersecurity Schools offer more classes on artificial intelligence and machine learning than do the 20 U.S. universities certified as Centers of Academic Excellence in Cyber Operations. This policy brief recommends tracking 13 research grants from the National Science Foundation that attempt to integrate AI into cybersecurity curricula.
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