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.)

Comments

Post a Comment

Popular posts from this blog

National Framework (categories 2, 3, 6, 7, 10)

Image
As explained by Alves (2008) Formal Education was introduced in Brazil by Catholic leaders, the Jesuits, which arrived with Portuguese Colonizers around the year 1500. According to this author, education was mainly religious, there were no laws regarding it and it was not seen as important due to the Portuguese mentality of exploitation of the Colony instead of development. Also, women and people considered slaves were not seen as people who could benefit from education and most white men went to Europe to study, so schools were mostly attended by mestizo men born in Brazil. At the beginning of the XIX century, the Portuguese Royal Family moved to Brazil escaping from the Napoleonic Invasion and education started to get some attention. They established Higher Education Institutions (mostly military and medical schools), but there was no importance given to primary and secondary education (Alves, 2008). Only at the beginning of the XX century, some reforms tried to establish a mor...
Read more

Curriculum (categories 1, 5, 8)

Image
Today in Brazil, there is not a national curriculum that all schools have to follow. There are general guidelines and states, municipalities and schools can propose their own curriculum during Basic Education. However they have to respect this national guidelines. National guidelines to be observed when creating a curriculum are: "I - the dissemination of fundamental values to the social interest, the rights and duties of citizens, respect for the common good and democratic order; II - consideration of the educational conditions of the students in each establishment; III - work orientation; IV - promotion of sport and support for non-formal sports." (BRASIL, 1996) As for the content, the curricula must have Common Components - must be present in all curricula - and Diversified ones, based on the specific context of each school systems. Common Components include the study of portuguese, english, mathematics, the physical and natural world, and social and political ...
Read more

Higher Education Curriculum (categories 1, 2, 8, 10, 17)

Image
As in Basic Education, Higher education can be delivered by Public and Private institutions. The public ones offer free education for everyone and the private ones, paid education. Private institutions can only exist if approved by the government and if the course is well evaluated yearly. Both have autonomy to create the curriculum for every course respecting the general guidelines explained later on this post. To be a Professor at a Higher Education Institution, having at least a Master's degree is demanded. This degree has to be on the specific area the future Professor would like to taught. As for the progression on the Professor's Career, there is a know career path but ascending on it depends on the amount of certificates and published material. Courses and degrees awarded in Higher Education Institutions: Technical education (2 to 3 years of duration) Certificate: Technical degree Undergraduate education (4 to 6 years) Certificate: Bachelor, Licence, and...
Read more