School Based Development

SCHOOL-BASE CURRICULUM
DEVELOPMENT
(SBCD)SGDC 5053
GROUP 1:
MOHD AFRIZAL BIN ZAKARIA (812232)
NOORMAWATI CHE AZMI( 812245)
DATE PRESENTATION:
1 MARCH 2014
INSTRUCTOR:
DR. NAFISAH MAHMUD
1
SCHOOL-BASED CURRICULUM
DEVELOPMENT IN MAINLAND CHINA
by:
CHENZI LI & FEIFEI SHUAI (2010)
CONTENT
1
BACKGROUND AND DEVELOPMENT

ACHIEVEMENTS AND FINDINGS IN
RESEARCH
EFFECTS AND OUTCOMES IN

PRACTICE
PROBLEMS AND DIFFICULTIES
CONTENT
5
6
7
PROSPECTIVE
CONCLUSION
REFERENCES
INTRODUCTION
1. What significant progress has been made in the theory
and practice of SBCD in mainland China?
2. What are the main problems and difficulties?
3. How does one project its development

space in the future?
Population Density
Jiang(2001)-
The drawback of a highly centralized

curriculum management system has been exposed
1980s local governments and schools had few chances to
develop curricula,a rarity in the practice of SBCD.
Lu, (1990/94 )
1980s to 1988
three-level curriculum and
three-level management
central government,
local governments,
schools base curriculum
1985- The Ministry of Education published the

Decision on Educational System Reform by the Central
Committee of Chinese Communist Party,
1996-Full- time General High School Curriculum Plan
(Experimental),
1997,(Education Committee of China,) These policies
guaranteed some chances for schools, including their
teachers, to participate in curriculum development.
1999 to 2006,SBCD expand
9
2003- Program of General High School

Curriculum (Experimental)- Schools can develop
their own curricula, or implement the national
curriculum creatively, such that students can have
a wide range of choices in their studies
2007 - Popularity of SBCD has declined.
10

RESEARCH
1. Understandings of SBCD
Zhong, Cui & Zhang(2001)
a) school-based curriculum development
b) school-based curriculum development
Xu( 2008) suitable-to-the-school,

suitable-to-the-students
adaptation, and redevelopment of national curriculum;
School-based implementation of national curriculum

11

RESEARCH ...cont
However Xu & Wu(2007)

SBCD only refers to schools total independent curriculum
development within the reserved space in the national
curriculum plan, and the school-based implementation of
national curriculum cannot change the status and nature of
national curriculum, and hence should not be included in
the field of SBCD.
12

RESEARCH ...cont
The curriculum suit the students by redeveloping the national
curriculum and local curriculum to varying degrees
School-based implementation
National curriculum
Local curriculum
13

RESEARCH ...cont
School-based implementation of
the national and local curriculum is expected
to be blended into
the development of school-based curriculum
to form the holistic school-based
curriculum development mode.
14

RESEARCH ...cont
2. School-based Curriculum Management and Leadership

School-based curriculum is a result of redistribution of authority and
resources within an educational system
Schools have the authority and responsibility to develop or select

curricula suitable for their students, giving consideration to the local and
regional development, their own traditions and advantages, and the
students interests and educational needs
A responsibility for schools and teachers to point out problems and
difficulties that they have encountered during the implementation of the
national and local curriculum
15

RESEARCH ...cont
School-based Curriculum Management and Leadership.....cont
Li & Duan, (2004).As part of curriculum management, curriculum

leadership is deemed as only one of its functions in terms of helping
realize the other functions of curriculum management.
Zheng & Jin, (2004) Curriculum leadership is a new kind of
management quite different from the traditional management of
curriculum
To realize the transformation from curriculum management to
curriculum leadership, (Zhong, 2002)
16

RESEARCH ...cont
3.Major Steps of SBCD

Wu (2003)
Establishing organizations
Analyzing situations
Setting goals
Making plans
Explaining and implementing
Evaluating and revising
Scholars in China
Situation analysis
Goal-setting
Implementation and evaluation
Less into establishing organizations,

making plans, and revising schoolbased curricula.
17

RESEARCH ...cont
3. Major Steps of SBCD....cont
(SWOT) analysis,
Strengths
Weaknesses
Opportunities
Threats
18

RESEARCH ...cont

Implementation- Process of putting a school-based
curriculum into practice.
Prototype evaluation
3
4
Experimentation
Diffusion
Adoption of the school-based curriculum
19

RESEARCH ...cont
Curriculum
resources
Conditioned Resources
Material Resources
20

RESEARCH ...cont
3.Major Steps of SBCD....cont
Evaluation
Two aspects
School-based curriculum plan and

the curriculum schema
Three phases
Pre-implementation,
during implementation, and
post-implementation
Four fields
Goals setting,
content selecting and organizing,
implementation, and assessment
Five subjects
Education authorities
school- based curriculum committee,
teachers,,
students and
parents
21

PRACTICE
1. Teachers Understandings of SBCD

SBCD can promote students and teachers
help schools shape their own characteristics
help deepen and further the new basic education curriculum
reform.
However, most teachers in rural areas think of it as
meaningless
22

PRACTICE...cont
1. Teachers Understandings of SBCD ...cont
23

PRACTICE...cont
2. Implementation Procedures of SBCD
The subjects of SBCD have not been diversified
Teachers think that SBCD mainly aims to broaden

and deepen the students understanding of knowledge
Many goals are unrealistic and impractical

because of a lack of situation analyses and
necessary curriculum deliberations,
which are neede to ensure their usefulness and feasibility.
24

PRACTICE...cont
2. Implementation Procedures of SBCD...cont

Private schools and kindergartens have achieved a better job than
their public counterparts (Li, 2007; Chen & Qu, 2008)
The number of school-based courses offered

to students varies greatly from school to school
The majority of SBCD plans include evaluation, but the results of evaluation
can hardly reflect the exact conditions of the implementation
because many schools have no scientific evaluation
standards or methods (Cui & Du, 1999).
25

PRACTICE...cont
3. Teachers Intention to Participate in SBCD

Benefits for others
Benefits for teachers
Support from outside schools
Nature of SBCD
Support from within schools
26

PRACTICE...cont
4. Effects of SBCD ( student)

Stimulated students creativity
Students become more confident
Students has been well appreciated by

both teachers and parents
27

PRACTICE...cont
4.Effects of SBCD(teacher)
SBCD has promoted the development of teachers
Improve professional abilities
Enhanced sense of identity with teaching profession
28

PRACTICE...cont
4. Effects of SBCD(school)
Language
unique characteristics
Medicine
History
Music,
Literature
Drawing
Astronomy
Operas,
Architecture
29
PROBLEMS AND DIFFICULTIES
1. Vague Concepts of SBCD

Between national curriculum
local curriculum, and school-based curriculum
Between implementation of national
curriculum and SBCD;
Between SBCD and school-based management
Between curriculum development
and compiling teaching materials
Between school- based curriculum and
comprehensive practical activities,
and extraordinary activities.
30
PROBLEMS AND DIFFICULTIES...cont
2. Lack of Authority Sharing
up-down curriculum management model
Teaching materials should be diversified

impossible for the majority of schools and teachers
to participate in editing teaching materials.
Lack of knowledge and skills,
Administrators are not really aware

of their roles on curriculum leadership
31
3. Blocking of Entrance Examinations

SBCD cannot guarantee good results
of the examinations
32
4.Imbalanced Development
Better in coastal developed areas
than those in the inland
Better in urban than in the rural
Better in key schools than

in ordinary schools
Better in primary and junior middle schools
than in senior middle schools.
33
Imbalanced Development...cont
Many schools just develop school-based
curriculum piecemeal.
Three forms of organizing teaching materials,
specifying, selecting, adapting, and compiling,
most teachers choose to select and
compile teaching materials.
The operating procedures of

development are not handled properly
The roles and responsibilities of the
stakeholders seem rather unreasonably
divided in practice
34
35
PROSPECTIVE
1. Promoting Theoretical Research
Scientifically establish
a theoretical system of SBCD
36
PROSPECTIVE...cont
2. Putting the Students Interests First
1. SBCD is to facilitate the development of students

2. Attract more students to actively partake in the development
3. Influence them to develop the abilities of self-choice and

self-development under the guidance of their teachers
37
PROSPECTIVE...cont
3. Empowering Teachers
Help teachers form a clear understanding of SBCD
for the reason that teachers equivocal concepts of
SBCD will eliminate the weakness of the curriculum
To optimize teacher training courses and improve the quality of teacher education
To empower teacher through formal authority or

control over resources within schools
38
PROSPECTIVE...cont
4. Enhancing Principals Capability for Curriculum Leadership
Curriculum powers should be endowed onto the principals
Unnecessary inspections and different kinds of interferences

from outside of schools
Increasing investment, and providing expert guidance,
Professional qualifications and capabilities.
39
PROSPECTIVE...cont
5. Enforcing Action Research
Different schools are faced with different situations
Advantages and disadvantages
Education specialists and teachers work together
The government, schools, teachers, students and their parents,

and social agencies promote SBCD
40
PROSPECTIVE...cont
6. Focusing on Holistic Balance
Try to find out effective ways to improve SBCD.
More guidance and support to schools in the inland provinces,

rural areas, and to ordinary schools in the cities
41
PROSPECTIVE...cont
7. Sharing Experiences with Reflection

Set up a powerful resource center made available
to all members interested in SBCD
Fora and theme conferences held to discuss heated issues,
to share experiences, and to reflect what have been done.
To publicly report successful cases of SBCD along
with experts comments and suggestions
To build a special website and issue special periodicals nationwide,

thus offering chances for all the stakeholders to voice their ideas and feelings
42
CONCLUSION
Four Phases
Absence
Experimentation
Prosperity
Recession
43
REFERENCES
Chenzhi L., Feifei Shuai. (2010). School-base

curriculu development in mainland China.
CE. H-F. Law and N. Nieveen (eds.), Schools as

Curriculum Agencies: Asian and European
Perspectives on School-based Curriculum
Development, 2142. 2010 Sense Publishers
44
45

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SCHOOL-BASE CURRICULUM

BACKGROUND AND DEVELOPMENT

EFFECTS AND OUTCOMES IN

PROBLEMS AND DIFFICULTIES

2. What are the main problems and difficulties?

3. How does one project its development

BACKGROUND AND DEVELOPMENT

The drawback of a highly centralized

BACKGROUND AND DEVELOPMENT

BACKGROUND AND DEVELOPMENT

1985- The Ministry of Education published the

BACKGROUND AND DEVELOPMENT

2003- Program of General High School

ACHIEVEMENTS AND FINDINGS IN

Xu( 2008) suitable-to-the-school,

School-based implementation of national curriculum

ACHIEVEMENTS AND FINDINGS IN

However Xu & Wu(2007)

ACHIEVEMENTS AND FINDINGS IN

ACHIEVEMENTS AND FINDINGS IN

ACHIEVEMENTS AND FINDINGS IN

2. School-based Curriculum Management and Leadership

Schools have the authority and responsibility to develop or select

ACHIEVEMENTS AND FINDINGS IN

Li & Duan, (2004).As part of curriculum management, curriculum

ACHIEVEMENTS AND FINDINGS IN

3.Major Steps of SBCD

Less into establishing organizations,

ACHIEVEMENTS AND FINDINGS IN

3. Major Steps of SBCD....cont

ACHIEVEMENTS AND FINDINGS IN

3. Major Steps of SBCD....cont

Adoption of the school-based curriculum

ACHIEVEMENTS AND FINDINGS IN

3. Major Steps of SBCD....cont

ACHIEVEMENTS AND FINDINGS IN

3.Major Steps of SBCD....cont

School-based curriculum plan and

EFFECTS AND OUTCOMES IN

1. Teachers Understandings of SBCD

EFFECTS AND OUTCOMES IN

1. Teachers Understandings of SBCD ...cont

EFFECTS AND OUTCOMES IN

2. Implementation Procedures of SBCD

The subjects of SBCD have not been diversified

Teachers think that SBCD mainly aims to broaden

Many goals are unrealistic and impractical

EFFECTS AND OUTCOMES IN

2. Implementation Procedures of SBCD...cont

The number of school-based courses offered

EFFECTS AND OUTCOMES IN

3. Teachers Intention to Participate in SBCD

Benefits for teachers

Support from outside schools

Support from within schools

EFFECTS AND OUTCOMES IN

4. Effects of SBCD ( student)

Students become more confident

Students has been well appreciated by