PART 4B

Key concepts approached in Parts 1, 3, and 4A of the blog were underlined when used to facilitate their identification.

- central curriculum activities at different levels (macro/meso/micro levels)
    Post: Curriculum, Basic Education, and Higher Education
- curriculum development approaches and models
    Post: Curriculum and Part 4A
- centralization vs. school autonomy
    Post: Government Bodies and Governance, and Part 4A
- curriculum development vs. curriculum design
    Post: Curriculum
- roles of principals and teachers in curriculum planning 
    Post: Curriculum and Part 4A
- formal (planned) curriculum vs. informal (unplanned) curriculum
    Post: Curriculum Basic Education, Higher Education, and Part 4A
- implicit curriculum vs. null curriculum
    Post: Part 4A
- intended curriculum vs. attained curriculum
    Post: Part 4A
- hidden curriculum
    Post: Part 4A
- high-quality educational processes and risks
- equity vs. equality vs. barriers
    Post: National Framework, Higher Education
- quality assurance policy – internal and external evaluation
    Post: Government Bodies and Governance
- quality assurance - self-evaluation and school audits
    Post: Government Bodies and Governance
- summative vs. formative assessment; accountability vs. improvement
    Post: Part 4A
- educational reforms (opportunities vs. risks)
    Post: National Framework
- socialization, qualification, subjectification functions of education
    Post: Part 4A
- the “learnification” process of education
    Post: Part 4A
- other stakeholders in education (e.g. students, parents, community residents, etc.)

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