Curriculum Theory and Development

Özet: Yükseköğretimde sınıfların kalabalık olması, öğretim sürecinin verimliliğini azaltan en önemli unsurlardan biridir. Bu araştırmanın amacı, üniversitelerde kalabalık sınıflarda yapılan öğretim sürecinin öğretim elemanları ve öğrencilerin deneyimlerine dayalı olarak incelenmesidir. Bu araştırmada nitel araştırma yöntemlerinden durum çalışması deseni kullanılmıştır. Verilerinin toplanmasında araştırmacılar tarafından hazırlanan iki bölümlük yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmanın çalışma grubu ise amaçlı örnekleme tekniği ile belirlenen 13'ü öğrenci, 9'u öğretim elemanı olmak üzere toplam 22 katılımcıdan oluşmaktadır. Araştırma sürecinde toplanan veriler, içerik analizi yöntemiyle incelenmiştir. Öğretim elemanlarının kalabalık sınıflara ilişkin görüşlerinin en çok öğretim sürecinde yaşanan sorunlar üzerinde yoğunlaştığı görülmüştür. Öğrencilerle iletişim kuramadıkları, işlenen derslerin niteliğini düşük gördükleri, zaman konusunda sorun yaşadıkları, sınıf yönetimi, gürültü kirliliği, uygulama etkinliklerinde güçlük, motivasyon eksikliği, seçenek azlığı ve bireysel farklılıkların göz ardı edilmesi gibi problem yaşadıklarına dair sonuçlar elde edilmiştir. Öğrenciler de ise başlıca iletişim zorlukları, sınıflardaki öğretim kalitesinin düşüklüğü, sınıf yönetimi problemleri, istenmeyen öğrenci davranışları, yetersiz zaman, daha fazla bireysel öğrenim gereksinimi, derse etkin katılım sorunu ve gürültü kirliliği gibi olumsuzluklar ortaya çıkmıştır. Ayrıca, kalabalık sınıfların öğretim elemanlarında olumsuz duygu durumlarına neden olduğu sonucuna da ulaşılmıştır. Öğretim elemanları ders işleme sürecinde kendilerini baskı altında hissettiklerini, öğrencilere gerekli bilgi ve becerileri aktaramamanın verdiği duygudan kaynaklı iş doyumu kaybı yaşadıklarını ifade etmişlerdir. Bunlara ek olarak öğretim elemanları baş ağrısı, tükenmişlik hissi, can sıkıntısı, çaresizlik, yorgunluk, baskı ve stres yaşadıklarını belirtmiştir. Benzer şekilde kalabalık sınıfların öğrencilerde de olumsuz duygu durumları oluşturduğu görülmüştür. Bunlar baskı, çekingenlik ve yetersizlik hissi olarak tespit edilmiştir. Bu araştırma kapsamında tespit edilen sorunların giderilmesi için yükseköğretimdeki personel ihtiyacına yönelik çözümler, derslik sayısının arttırılması gibi politikalar önerilebilir.

Some Engineering Faculties are turning to the problem-based learning (PBL) paradigm to engender necessary skills and competence in their graduates. Since, at the same time, some Faculties are moving towards distance education, questions are being asked about the effectiveness of PBL for technical fields such as Engineering when delivered in virtual space. This paper outlines an investigation of how student attributes affect their learning experience in PBL courses offered in virtual space. A frequency distribution was superimposed on the outcome space of a phenomenographical study on a suitable PBL course to investigate the effect of different student attributes on the learning experience. It was discovered that the quality, quantity, and style of facilitator interaction had the greatest impact on the student learning experience. This highlights the need to establish consistent student interaction plans and to set, and ensure compliance with, minimum standards with respect to facilitation and student interactions.

In a period where skills threaten to replace knowledge in education now construed to be solely in service to the economy, 1 it is, it seems to me, our professional obligation to affirm erudition and expertise. In Canada the curriculum question-what knowledge is of most worth?-can be aggravated by the country's allergy to any identity that seems stodgy, e.g. reminiscent of especially its Anglophone past. 2 Attitude adjustment sometimes substitutes for working through the trauma of history. 3 To contravene these "present circumstances" we can affirm those intellectual histories knowledge of which is prerequisite to disciplinary expertise. Nicholas Ng-A-Fook acknowledges key concepts, past and present. Some may take issue with emphases and sequences, but who A Response to "Provoking the very 'Idea' of Canadian Curriculum Studies PINAR

The process of changes in the Albanian Education System has touched even the English Language Curriculum. There are a number of factors which seem to be main ones in reshaping the curriculum, by giving a great emphasis to the way things are perceived from different points of view at the same situation. Teachers, institutions, learners can influence the EFL reshaped curriculum adaptation in the High Schools of Elbasan. This paper highlights the complex process of the implementation of ELT curriculum innovations, in Albania, by taking examles as well as even from other countries undergoing the same process. It also confirms that teachers are not simply implementers of policies that are handed down to them, but they interpret, modify, alter, and implement these policies according to their beliefs and the context where these policies are being implemented. In addition, this paper, illustrates a number of factors which influence how teachers implement and make sense of ELT curriculum innovations. It will be provided significant implications and useful messages for curriculum developers, teachers' education programs, and educational policy makers.

The process of changes in the Albanian Education System has touched even the English Language Curriculum. There are a number of factors which seem to be main ones in reshaping the curriculum, by giving a great emphasis to the way things are perceived from different points of view at the same situation. Teachers, institutions, learners can influence the EFL reshaped curriculum adaptation in the High Schools of Elbasan. This paper highlights the complex process of the implementation of ELT curriculum innovations, in Albania, by taking examles as well as even from other countries undergoing the same process. It also confirms that teachers are not simply implementers of policies that are handed down to them, but they interpret, modify, alter, and implement these policies according to their beliefs and the context where these policies are being implemented. In addition, this paper, illustrates a number of factors which influence how teachers implement and make sense of ELT curriculum innovations. It will be provided significant implications and useful messages for curriculum developers, teachers' education programs, and educational policy makers.

This study is the first of a series of studies, collectively embodying a multiphase mixed methods design. The overall objective of these studies is to explore and address a variety of issues and features of the discipline of economics, particularly as they relate to and represent past present and future factors of globalization, education, citizenship, and society.

Some Engineering Faculties are turning to the problem-based learning (PBL) paradigm to engender necessary skills and competence in their graduates. Since, at the same time, some Faculties are moving towards distance education, questions are being asked about the effectiveness of PBL for technical fields such as Engineering when delivered in virtual space. This paper outlines an investigation of how student attributes affect their learning experience in PBL courses offered in virtual space. A frequency distribution was superimposed on the outcome space of a phenomenographical study on a suitable PBL course to investigate the effect of different student attributes on the learning experience. It was discovered that the quality, quantity, and style of facilitator interaction had the greatest impact on the student learning experience. This highlights the need to establish consistent student interaction plans and to set, and ensure compliance with, minimum standards with respect to facilitation and student interactions.

This special edition of the Journal of Academic Language and Learning arose out of a Forum titled Critical Discussions about Social Inclusion held at the University of Wollongong, Australia in June 2011. It was organised by academic language and learning educators from five different universities: Ingrid Wijeyewardene from the University of New England, Helen Drury from the University of Sydney, Caroline San Miguel from the University of Technology Sydney, Stephen Milnes from the Australian National University, ...

This special edition of the Journal of Academic Language and Learning arose out of a Forum titled Critical Discussions about Social Inclusion held at the University of Wollongong, Australia in June 2011. It was organised by academic language and learning educators from five different universities: Ingrid Wijeyewardene from the University of New England, Helen Drury from the University of Sydney, Caroline San Miguel from the University of Technology Sydney, Stephen Milnes from the Australian National University, ...

Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.

Bu rapor, hukuk sosyolojisi alanında çalışmalar yürüten Dr. Öğr. Üyesi Elyesa Koytak’ın yürüttüğü bir anket araştırmasının temel bulgularını içeriyor. Araştırma, hukuk eğitimiyle meslek arasındaki köprülerin aşındığı güncel bağlamda, hukuk eğitiminin bizzat öğrenciler tarafından nasıl deneyimlendiğine odaklanıyor. Derse katılımdan akademisyenlerle ilişkiye, mesleğe hazırlıktan sosyalleşme örüntülerine, “hukuk nosyonu” tanımlarından Hukuk Mesleklerine Giriş Sınavı’na kadar öğrencilerin hayatında olan olgular bütüncül şekilde değerlendiriliyor.

This report explores the transformation of teaching methods and approaches in the digital age, highlighting the integration of technology in education. It examines blended learning, project-based learning, and personalized learning as key methods that leverage digital resources to enhance student engagement and learning outcomes. Additionally, the report discusses the implementation of virtual classrooms, educational games, and virtual and augmented reality (VR & AR) to create interactive and immersive learning environments. Emphasis is placed on the importance of teacher training, providing adequate technological infrastructure, and utilizing data analysis to continuously improve educational practices. The ultimate goal is to employ these digital teaching methods and approaches effectively to improve the quality of education and meet the diverse needs of students in a rapidly evolving digital landscape.

Teachers are expected to implement curriculum, by using the specified guidelines and resources, to ensure fidelity and thus effectiveness. Evidence, however, points at high-stakes external assessment as driving this process, and also becoming a major barrier to the curriculum and its implementation. The purpose of the study was to develop an understanding of why teachers are reluctant in using these guidelines and resources, and instead allow their classroom practices to be driven by high-stakes external assessments. Utilising the experiences of some Senior High School Social Studies teachers in Ghana, this paper employed a grounded theory analytic framework to build a theoretical model, which explains the constraining hold of high-stakes external assessment on teachers' classroom practices. It also emerged from the study that the effective implementation of any novel and transformative curriculum depends on a corresponding change in the external assessment regime, to ensure congruity/balance among the components of curriculum implementation.

Penelitian ini mengeksplorasi tiga landasan utama-filosofis, sosiologis, dan psikologis-dalam pengembangan kurikulum di era pembelajaran modern. Pendekatan filosofis memberikan kerangka berpikir dalam merancang tujuan dan metode pendidikan, sementara landasan sosiologis memastikan kurikulum relevan dengan perubahan sosial dan budaya yang terus berkembang. Dari perspektif psikologis, kurikulum harus disesuaikan dengan perkembangan mental, fisik, dan emosional peserta didik. Hasil penelitian menunjukkan bahwa integrasi ketiga pendekatan ini sa ngat penting dalam menciptakan kurikulum yang adil, relevan, dan efektif. Kurikulum modern diharapkan mamp u mempersiapkan generasi masa depan yang berdaya saing di tengah tantangan global. Artikel ini juga menawarkan rekomendasi untuk pembaruan kurikulum d an pentingnya pendidikan karakter serta keterampilan sosial dalam menghadapi era globalisasi dan digitalisasi.

La educación universitaria venezolana se viene transformando a través de la Misión Alma Mater que busca la articulación de las instituciones educativas y los territorios donde están insertadas, para ello se ha apoyado en la Comisión Nacional de Currículo. Objetivo: Identificar los referentes teórico-metodológicos que permiten sustentar el proceso de enseñanza aprendizaje desde la vinculación entre el componente académico y laboral del Programa Nacional de Formación en la Universidad de Tecnología del Oeste "Mariscal Sucre. Conclusiones: El proceso de enseñanza aprendizaje en la educación universitaria, distinguiendo las principales concepciones que han marcado pauta en el devenir histórico del proceso, donde se hace énfasis en las relaciones que se establece desde diferentes perspectivas entre los docentes, alumnos, objetivo, contenido, método, evaluación, medios, formas y en especial desde la vinculación entre el componente académico y laboral. DeCS: ENSEÑANZA, APRENDIZAJE, EDUCACIÓN SUPERIOR Palabras clave: Proceso de enseñanza aprendizaje, vinculación entre el componente académico y laboral INTRODUCCIÓN La educación universitaria venezolana se viene transformando a través de la Misión Alma Mater que busca la articulación de las instituciones educativas y los territorios donde están insertadas, para ello se ha apoyado en la Comisión Nacional de Currículo, que ha identificado como carencias: rigidez en los planes de estudios, poca pertinencia social de los currículos, lo que implica un proceso educativo desligado de las necesidades de la juventud y la sociedad, énfasis en la formación especializada, enciclopédica y profesionalizante, frondosidad curricular, donde se repite y se recarga de contenido, lo que hace que existan muchas asignaturas, el proceso enseñanza aprendizaje es tradicional y la relación profesor-alumno es unidireccional, sustentada en la autoridad del docente.

Abstract - The UPSi method offers a transformative framework poised to revolutionize Technical and Vocational Education and Training (TVET), particularly in developing countries. Rooted in Utility, Pertinence, Success, and Interest (UPSi), this method addresses the persistent challenges that undermine the effectiveness of TVET programs, including inadequate teacher training, outdated curricula, insufficient funding, and inadequate infrastructure. By aligning educational content with the immediate and future needs of the workforce, the UPSi method ensures that programs are relevant and practical and capable of fostering long-term success in students’ careers.

Integrating advanced educational strategies such as Understanding by Design (UbD), Competency-Based Education (CBE), and Agile methodologies, the UPSi framework creates a dynamic, adaptable, and student-centred learning environment. This approach encourages continuous professional development for educators and promotes active collaboration with industry partners, thereby bridging the gap between education and employment.

The broader implications of the UPSi method extend to achieving key United Nations Sustainable Development Goals (SDGs), including Quality Education, Decent Work and Economic Growth, and Reduced Inequalities. By advocating for a paradigm shift in how TVET is designed, delivered, and evaluated, the UPSi method positions itself as a critical tool for educational reform. It offers a compelling vision for how TVET systems can be reimagined to meet the demands of a rapidly changing global economy, ultimately contributing to sustainable development and equitable economic growth.

Resumen El objetivo de la investigación fue determinar la efectividad de los recursos educativos digitales para el aprendizaje en la Unidad Curricular Base de Datos, carrera Licenciatura en Educación mención Informática, Programa de Humanidades y Educación, Núcleo LUZ-COL, permitiendo la incorporación de la informática educativa, y el uso efectivo de los recursos edu-cativos digitales en los procesos de enseñanza y aprendizaje, lo que se traduce en obtener efectos positivos de su aplicación a corto, mediano y largo plazo. La investigación es de tipo descriptiva, comparativa, prospectiva y evaluativa; con diseño cuasiexperimental, de campo. La muestra estuvo conformada por sesenta (60) alumnos, se realizó la aplicación de una prue-ba objetiva, a un grupo de estudio tradicional sin la aplicación de recursos educativos digita-les, e igualmente, a los estudiantes de un grupo de estudio de control mediante la aplicación de recursos educativos digitales, esto con el fin de comparar los ni...

El objetivo de la investigacion fue determinar la efectividad de los recursos educativos digitales para el aprendizaje en la Unidad Curricular Base de Datos, carrera Licenciatura en Educacion mencion Informatica, Programa de Humanidades y Educacion, Nucleo LUZ-COL, permitiendo la incorporacion de la informatica educativa, y el uso efectivo de los recursos educativos digitales en los procesos de ensenanza y aprendizaje, lo que se traduce en obtener efectos positivos de su aplicacion a corto, mediano y largo plazo. La investigacion es de tipo descriptiva, comparativa, prospectiva y evaluativa; con diseno cuasiexperimental, de campo. La muestra estuvo conformada por sesenta (60) alumnos, se realizo la aplicacion de una prueba objetiva, a un grupo de estudio tradicional sin la aplicacion de recursos educativos digitales, e igualmente, a los estudiantes de un grupo de estudio de control mediante la aplicacion de recursos educativos digitales, esto con el fin de comparar los niveles de ap...

ABSTRACT: Central governments across nations play a leading role in initiating and reforming educational policies to address the evolving needs of their workforce. Education is widely recognised as a cornerstone for societal and global development, making it a national priority. National curriculums are heavily influenced by social demands, technological advancements, national aspirations, and educational trends observed in neighbouring countries. Various assessment techniques have been established to evaluate the effectiveness of academic policies in fulfilling curriculum goals. This study employs Dunn's programme assessment framework to analyse the core elements of Ghana's Free Senior High School policy. The evaluation focuses on key dimensions including effectiveness, efficiency, adequacy (sufficiency), equity (fairness), responsiveness, and appropriateness. The analysis reveals that the policy falls short across all significant dimensions of Dunn's framework. Schools in Ghana face considerable challenges such as low educational standards, disparities between urban and rural schools, high student-teacher ratios, overcrowding, resource limitations, and an overall lack of responsiveness to the issues the policy aims to tackle.Policymakers should prioritize targeted support for underserved communities, explore alternative funding models, and incentivize collaboration between public and private educational institutions.To help families navigate the challenges arising from the policy's implementation, the study presents implications and recommendations. Notably, for families to fully benefit from the programme, parental involvement is crucial, and political considerations must not overshadow their children's education.

Most educational institutions were closed as one of the measures to deal with the COVID-19 pandemic. Teachers are mobilized to adapt online teaching and learning (OTL) methods to continue the educational process. However, previous studies have found that teacher motivation is affected due to this pandemic. Therefore, a quantitative study using questionnaire was conducted to examine the influence of Technological Pedagogical Content Knowledge (TPACK) and commitment on Physics teachers' motivation to implement OTL. A total of 77 male and 109 female Physics teachers in Sabah were selected using a stratified random sampling method. Descriptive analysis using SPSS found that teachers' level of TPACK, commitment, and motivation in implementing OTL is high. Multiple regression analysis found that the constructs of Content Knowledge and Technological Pedagogical Content Knowledge in TPACK have a significant relationship and influence on the motivation to implement OTL. The commitment constructs: Commitment to School, Commitment to Teaching, and Commitment to Profession, were also found to have a significant relationship and influence on the motivation to implement OTL. This study is helpful to stakeholders in understanding the situation of Physics teachers while carrying out essential tasks in the context of the Covid-19 pandemic to formulate relevant policies and programs for the survival of the national education system. Contribution/Originality: This article contributes to the relevant existing literature about the Technological Pedagogical Content Knowledge, commitment, and motivation of Physics teachers while carrying out online teaching and learning during Covid-19 pandemic

Using Organizational Learning (OL) as a theoretical lens, this study examined the perceived level of OL in primary and middle schools in the Amhara Regional State, Ethiopia. To this end, a descriptive survey design involving 785 teachers selected from 48 primary schools was used. Data was collected using standard questionnaires and analyzed using various statistical tools. The results showed that target schools had a mean that is slightly above average in learning the instructional reforms, but the magnitude varies with school level, and level of implementation of continuous professional development. Regarding, learning agency, team learning and school-level learning were found higher than learning at personal agency. However, most teacher and school-level variables did not result in significant variation in school as LO probably due to the deep-rooted tradition of top-down reforms. From the results, it is understood that OL in primary schools, especially in Level III schools, is taking root through collective agency, but some fundamental constructs and features of LO were overlooked. This calls for the need to align the schools' standardization guidelines to the constructs and features of LO. Moreover, it sounds well to revisit the long-held top-down tradition of introducing reforms.

Au XXIe siècle, l'approche par compétences a connu un essor dans l'industrie, l'enseignement supérieur et l'enseignement de base. Cette étude analyse les principales caractéristiques techniques de l'approche par compétences et des compétences selon les preuves empiriques de terrain obtenues en les identifiant dans quatre-vingt-dix professions différentes, puis compare ces caractéristiques avec les définitions existantes proposées par différents auteurs, en purifiant les meilleures définitions qui concordent avec les preuves empiriques. On conclut que les définitions des compétences les plus fiables sont celles qui coïncident avec les données empiriques obtenues lors de l'analyse des professions et donc les plus recommandées pour un usage professionnel. Mots-clés Compétences, identification des compétences, définition des compétences, caractéristiques de l'approche par compétences, dimensions d'une compétence, approche par compétences.

The intercultural approach is oponed to the mlticulturalism. It seeks to break up the climax and conventional approach in the treatment of the curricular problemof the foreign languages, and in its place it intends to be carried out concrete practices, living experiences and reflections from a global proposal of work that is located in the complex thought of Edgar Morin, Howard Gardener´s multiple intelligences, the interdiciplinary program under Jurgo Torres and Ezequiel Anderegg´s approach. The Foreign language curricula should be one in which the interdisciplinarity underlies. It is hoped to face interdiscipinarily and partipatively the problem from the logic of the complexity with the concourse of the students. It is conceived in this way, the curriculum, in their indosiaciable relationship with the community as an organization and its auto-organizing system. It proposes the innovation, the institutional and personal educational change from and through an Action Reflection Research Project, by means of wich thenecesarary adjustment will be mada to the state of current development of the proposal that it guides the academic project in a retrospective perspective and prospetive dynamics.

This module attempts to look into the nuances of Curriculum, Syllabus and Course Designing and its importance in today's modern world. In a nutshell, the sequence of the life experiences through which an academic institution attempts to promote a pupil's growth is known as a curriculum and here we have tried to look into the fact that any curriculum should focus on learner's needs, interests, abilities and deficiencies in order to make the process of Teaching-Learning effective. Curriculum is an organised course of study undertaken by a student in or under the aegis of a school, college, university or any other institution of learning and more commonly, the set of studies organised for a particular group of students by a school, college etc. It is the set of desired learning outcomes or the structured set of learning experiences aimed at achieving such outcomes. It is a very tricky process as it involves philosophical, social and administrative factors of a programme and as result one should be aware of various perspectives and its impact upon the learners (that to a successful and a positive one) after the completion of the programme. Any curriculum should be holistic in its significance and purpose in order to inculcate in the learner the knowledge, attitudes, values, and techniques that have cultural relevance. Course and curriculum design is continuously evolving and changing. There are escalating social and economic pressures on higher education to generate a wider range of knowledge, skills and attitudes for coping with the demands of our 'super complex age'. The current velocity of technological and social change is impelling teachers to think in terms of educating students not for today's problems but for those of tomorrow.

We take, as point of departure for this inquiry, the event of Amanda Gorman’s reading of her poem “The Hill We Climb” at the 2021 US Presidential Inauguration, which did something poems rarely do: resonate widely. Its broad uptake in classrooms and communities suggests that poems are not inert words on a page; instead, they do things. This conception of poetry as a social actor is articulated by theorist Jonathan Culler, whose Theory of the Lyric examines poetry from antiquity through today to identify different social functions of lyric poems. In this paper we take up Culler’s theory and pair it with a number of lyric texts as we wonder and worry about curriculum. What happens if we imagine that curriculum might be good for freeing students (and teachers!) from prosaic perceptions of the world? Or How might curricula, like lyric texts, create communities of care and attention? What we offer, ultimately, is as much curriculum poem as academic study.

A presente pesquisa analisar a atuação profissional dos egressos do curso de Bacharelado em Administração, Câmpus de Juara-MT, turmas fora de sede 2001 e 2002. Os métodos adotados para realização da pesquisa foram de pesquisa descritiva, documental e de levantamento de dados. O instrumento de pesquisa utilizado para o levantamento dos dados foi questionário. A análise dos dados possibilitou verificar a área de formação, segmento de atuação, cargo ocupado, formação continuada dos egressos e as principais dificuldades enfrentadas na condição de turma especial fora de sede. Os dados contribuem para reflexão sobre a relevância do curso para maior qualidade de vida nos aspectos profissionais e sociais dos egressos de turmas especiais, assim como, as dificuldades vivenciadas pelos acadêmicos no processo de realizar um curso de graduação presencial fora de seda.

Abstract: Aligning the curriculum elements of learning outcomes, teaching activities and assessment tasks is one of the strategies available to academics to help them adapt to the needs of diverse and ever-changing cohorts of students in technology-rich environments. While curriculum alignment is commonly represented in the literature, little is known about how academics approach this task of designing an aligned curriculum. A two-phase study was undertaken in an Australian research-intensive university to investigate the learning ...

El artículo desarrolla dos ideas fundamentales que son la precisión sobre el concepto de didáctica o didácticas y los retos que afrontan las didácticas de las disciplinas. En el primer caso, sobre la noción de didáctica se realizan algunas aproximaciones conceptuales que dependen de la concepción de enseñanza y se proponen tres retos relevantes en la educación actual para la enseñanza de cualquier disciplina y, por lo tanto, de las didácticas de las disciplinas. Los retos son la integración entre teoría y práctica, la didáctica y el desarrollo de competencias investigativas en el docente y las didácticas y la integración curricular.

In this article, I look at the question of equality of opportunity and the Irish language Currriculum at Primary Level for non-Irish speaking children in T2 Schools (English medium schools). Based on a conference paper given to the Reading Association of Ireland's National Conference in 2011, this article argues that much in the Irish language Curriculum is based on inheritance models related to culture, language and familial ties, rather than on the individual's potential and ability. Taking philosopher John Baker's work on equality of opportunity as a starting point, this article shows how there is a dissonance between mandatory Irish in the Irish education system and an approach that appears to favour an inheritance model in the teaching and learning of Irish reading and literature. The paper goes on to suggest ways in which equality of opportunity can be adopted in the Irish education system where pupils in English-medium Primary Schools have access to Irish language literature based on ability and potential, rather than current models.

While cognitive pluralism has a long history and goes back to Aristotle and his distinction of forms of knowledge, this concept has recently entered the field of education under the titles of the plurality of meaning and plurality of intelligence. The introduction of this theory is promising a different look at educational issues and phenomena. Thus, curriculum design in accordance with this theory towards the aim and content of the curriculum requires a novel view. In this regard, the present study describes the theoretical foundations of cognitive pluralism and its messages for curriculum design through a systematic review of the relevant literature. According to this review, Eliot Eisner and Howard Gardner are prominent thinkers of cognitive pluralism, the former formulated the normative and the latter the descriptive foundations of the theory. Eisner believes that meaning is acquired and experienced in various modes, and humans use various functional systems beyond oral and written discourse to acquire, store, and improve their understanding, and therefore emphasizes the importance of cultivating all various forms of literacy. Relying on the theory of multiple intelligences, Gardner also believes that optimal learning is achieved when the learners have a high level of understanding. This is possible when students are able to represent knowledge in different ways and apply their understanding in different situations. In sum, following the teachings of cognitive pluralism, and its focus on using multiple methods of presentation and assessment, it is expected that multiple literacies and educational justice will be partly realized.

The purpose of this study is to establish indicators of career competencies of food and beverage managers in international tourist hotels in Taiwan. Panel discussions and the Delphi technique were adopted. Two panel discussions were conducted with a total of 11 industry experts and seven academic experts. The framework of career competencies was established based on these experts' opinions. Delphi questionnaires were sent to 23 experts 13 in the hospitality industry and ten academic experts to collect data. By using such questionnaire twice, the 23 panelists reached a stable consensus. The results indicate career competencies include two categories: (1) career planning and development, and (2) core employability. The data demonstrated that the core employability competency was slightly more important for an individual's career development than the career development and planning competency.

Abstract:
This study examines the potential of competency-based curriculum (CBC) in promoting skills acquisition in primary schools in marginalized regions of Kenya. Despite the government's efforts to improve education, many schools in marginalized regions face challenges in accessing resources, leading to poor learning outcomes. This study aims to explore the effectiveness of CBC in leveraging resources for skills acquisition in these schools. The results indicate that CBC can be an effective approach in promoting skills acquisition, particularly in resource-constrained schools. The findings suggest that CBC focuses on specific skills and competencies, which can be developed with limited resources. The implications of this study highlight the need for policymakers to consider CBC as a viable approach to improve education outcomes in marginalized regions.

Abstract:
The Competence-Based Curriculum (CBC) has been adopted in Kenya as a new approach to education, aiming to equip students with relevant skills and knowledge for the 21st century. This review aims to examine the CBC framework, approaches, and pathways in Kenya, highlighting the key policy documents and implementation challenges. The study analyzed relevant literature, policy documents, and stakeholder reports to provide an overview of the CBC framework and its implementation. The findings suggest that the CBC framework has been well-designed, but its implementation has been hindered by lack of adequate resources, inadequate teacher training, and insufficient infrastructure. The study recommends that the Kenyan government prioritize teacher training, resource allocation, and infrastructure development to ensure successful implementation of the CBC.

Martin Otundo Richard is a research expert and a senior consultant in projects management. He also offers freelance research services and development projects' funded proposals development.

Abstract:
The introduction of Competence-Based Curriculum (CBC) in Kenya has been a significant step towards promoting student-centered learning and preparing students for the 21st century. However, the success of CBC is not solely dependent on the curriculum design, but also on the strategic practices that ensure its sustainability. This review aims to identify and examine the strategic practices that can ensure the sustainability of CBC in Kenya. The study employed a mixed-methods approach, combining both quantitative and qualitative data from literature reviews, surveys, and interviews. The findings revealed that effective communication, teacher training, parent involvement, and continuous monitoring and evaluation are key strategic practices that can ensure the sustainability of CBC in Kenya. The study concludes that education stakeholders should prioritize these strategic practices to ensure the long-term success of CBC.

Martin Otundo Richard offers freelance research related work, project management, data management and free editing for interested organizations. He can be reached anytime by potential clients.

The 1990s saw new and profound transformations in the world economy and politics that directly influenced the fashion industry. The research discusses, in face of the international scenario, what are the impacts caused by the globalization process in the Brazilian textile and clothing industry and seeks to understand the dual character of fashion as to its economicsymbolic value from the fast-fashion system. The business model caused a rupture in the production chain and became responsible for the acceleration and increase of demand of new products in the industry. Consumption is the gear of fast fashion, and to awaken the consumer's desire to buy, the products available are replaced at the retail points every two weeks. Therefore, it is necessary an accelerated planning in the creation of new products that allows the fluency and continuity of this system. Fast fashion raises specific questionscreation, reproduction, democratization, and identities-that place it at the crossroads between economy and culture. Economy of Culture and, more specifically, the Creative Economy, for conceiving culture and creation as sources of income and job flow generation can approach the fast-fashion phenomenon from the right angle. Its great potential for socioeconomic development turned it into a matrix capable of mobilizing a broader set of information for analysis of the Brazilian textile and clothing industry since the 1990s. The research relies on the collection of statistical data available in reference agencies, and empirical sources based on interviews with industry professionals who effectively participated in the implementation of fast fashion in Brazil, and brought elements that allow us to treat it systematically as part of the creative industry. Thus, fast fashion is considered as a symbolic good which can only be adequately explained as an economic-cultural phenomenon.

Resumen El fenomeno de la violencia empieza a detectarse cada vez mas en nuestros centros educacionales y aunque se reconoce el nivel de preparacion y el trabajo sostenido de calidad de muchos psicopedagogos en el abordaje de los conflictos escolares en el ejercicio de su profesion y su incidencia como tutores en la formacion inicial de los estudiantes de la carrera Pedagogia-Psicologia, se hace necesario la formacion de una competencia profesional que se asume a partir de las complejidades actuales que se presentan con los conflictos en el escenario escolar. Esto demanda que el futuro especialista en Pedagogia-Psicologia asuma una actitud dinamica y creadora con relacion a los mismos, para proyectar y desarrollar procesos, metodos, procedimientos, estrategias y metodologias que garanticen un desempeno adecuado y de forma positiva  como profesional. Se asume el criterio de Fuentes, H. (2011) en torno a la formacion de las competencias y las valoraciones de Forgas, J. (2003), para qu...

In this paper, the authors propose for the educational system a version of an interactive digital textbook in the chapter „Oscillations and oscillating phenomena". Interactivity is provided by about 28 virtual experiments and laboratory works. The textbook is provided for teaching - learning this chapter both in classes and at distance. The advantages of the interactive digital textbook over the classic printed textbook are shown. There are given examples of studying the oscillations and their composition on the computer. The proposed applications are created based on a scientific (mathematical) model and allow measurements, which give virtual experiments a finality.

: This article explores the conceptualization of Indonesian national identity from the point of view of the Indonesian government. The data is taken from the three most recent In- donesian national curricula and its prescription in mandated English textbooks for senior high school. It interrogates the dimensions in an Indonesian context of the 2004 Curriculum as the first national curriculum in Indonesia after the fall of Soeharto’s regime, in 2006 Curriculum as Indonesia reconsidered its position within a global competitive world context, and in 2013 to respond to perceptions of unsatisfactory education results and a looming ‘identity crisis’. Vis- iting the key issues within those documents and the corresponding English textbooks through the lens of Representation theory as suggested by Hall (1997), the article explores the complex interconnections that frame the curriculum discussion. Three main findings are emerged in relation how the national identity concepts are shifting over...

Temel dil becerilerinin geliştirilmesi için ders kitaplarında dört temel dil becerisi ve dil bilgisine yönelik metin ve etkinlikler yer almaktadır. Söz konusu metin ve etkinlikler Türkçe Dersi Öğretim Programında yer alan kazanımları öğrencilere beceri olarak yansıtabilmek için hazırlanmaktadır. İlgili beceriler içerisinde dinlemenin yeri oldukça önemlidir. Diğer dil becerilerinin gelişimine doğrudan katkı sağlamaktadır. Bu sebeple ilgili çalışmada 2021-2022 eğitim öğretim yılında beşinci ve sekizinci sınıf düzeyinde Türkçe dersinde okutulan ders kitaplarının programda yer alan kazanımları yansıtma durumu ele alınmıştır. Nitel araştırma desenine göre tasarlanan çalışmada doküman analizi kullanılmıştır. Anıttepe Yayıncılık ve Millî Eğitim Bakanlığı tarafından hazırlanan ders kitapları inceleme nesnesi olarak ele alınmıştır. Bununla birlikte 2021-2022 eğitim öğretim yılında Türkçe dersine giren öğretmenlerin konu ile ilgili görüşleri alınmıştır. İncelemeler sonucunda ders kitaplarında yer alan metin ve etkinliklerin programda yer alan kazanımları yansıtma noktasında yetersiz olduğu ve dinleme/izleme araçlarının niteliğinin iyileştirilmesi gerektiği sonucuna ulaşılmıştır. Çalışmanın son kısmında konu ile ilgili olarak öneriler sunulmuştur.

La investigación científica es un eje central en los programas de formación académica y profesional, la dinámica de transmisión de esos conocimientos es una labor compleja, pero su éxito es evidencia de la buena gestión institucional, de implementación de procesos de reajuste para la mejora continua y de una educación superior de calidad. Este estudio tiene como objetivo el análisis de los procesos de enseñanza en las asignaturas de metodología de investigación en el entorno universitario, para conocer limitaciones y desafíos que surgen en la vinculación del ejercicio docente frente a la investigación de cátedra y aplicada, así como la revisión de los principales retos en el aprendizaje de estos saberes. Se ejecutó un enfoque cualitativo, registrando nociones y percepciones hacía la pertinencia del modelo pedagógico y del diseño curricular de estas asignaturas, como características de validez académica. Los resultados demuestran la necesidad de reestructuración de un nuevo paradigma para la modalidad y en las estrategias de enseñanza, desarrollando proyectos colaborativos que articulen la teoría, la metodología, la práctica y la técnica, donde el docente debe jugar un papel de tutor que guía la praxis investigativa del discente, para que este desarrolle competencias, habilidades, y pensamiento crítico.