W O R K S H O P A N D S E M I N A R R E P O R T S S E R I E S

Final report of

THE PILOT INTENSIVE SUB-REGIONAL COURSE

ON CURRICULUM DEVELOPMENT:

EDUCATION POLICIES AND CURRICULUM DESIGN

AND IMPLEMENTATION AT THE UPPER PRIMARY

AND GENERAL SECONDARY EDUCATION LEVELS

Ato. /—The Mediterranean Region

Held at the International Bureau of Education,

Geneva, Switzerland, 11 to 18 September 1998

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INTERNATIONAL BUREAU OF EDUCATION

The designations employed and the presentation of the material in this publication do not imply the expression of any opinion whatsoever on the part of U N E S C O : I B E concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries.

Published in 1998 by the

International Bureau of Education, P . O . B o x 199, 1211 Geneva 20, Switzerland

http://www.ibe.unesco.org

©UNESCO:IBE, 1998

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Table of contents

I. Introduction, page 5

II. K e y educational goals and trends in curriculum reform, page 7

III. T h e teaching of values in national curricula, page 9

IV. S u m m a r y of proceedings, p a g e 10

1. F o r u m O n e : W h o does what in curriculum development? page 10 J. J Main points of forum presentation, page 10 1.2 Country reports and work group discussion on theme of 'Who does what in

curriculum development', page 11

• Administrative structure of curriculum development, page 11 • Levels of participation, page 12

• Materials development and the involvement of teachers, page 12

2. Social sciences component, page 13 2.1 Summary of the lecture, page 13

• The teaching of social sciences within the Anglo-Saxon tradition, page 13

• French social sciences curricular model, page 14 2.2 Group work, page 14 2.3 Discussion, page 15

3. F o r u m T w o : Learning to live together through the teaching of history and geography, page 15 3.1 Main points of forum presentation, page 15 3.2 Discussion, page 16

4. Humanities component, page 16 4.1 Summary of the lecture, page 16 4.2 Group work, page 17

5. Science component, page 18 5.1 Summary of the lecture, page 18

• The aims of science education, page 18

• Achieving the aims, page 19 5.2 Group work, page 19

5.2.1 Topic One : Popularization of science and technology, page 19

• Concerns of participants, page 19

• Suggestions for the popularization of science in the school curriculum, page 20

5.2.2 Topic T w o : Practical work and its assessment, page 20

• Inclusion of practical work in the science curriculum, page 20

• Concerns and proposals, page 20

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• Assessment of practical work, page 21

• Concerns and proposals, page 21 5.2.3 Topic Three: Continuous professional development of teachers, page 21

• Concerns related to the supply and education of science teachers, page 21

• Proposals for improving teacher education and teacher performance, page 21 • Discussion, page 22

6. F o r u m Three: Teaching/learning theories and curriculum development,/?«^ 22 6.1 Main points of forum presentation, page 22

• Popularization of science, action-oriented teaching and future learning, page 22

• Curriculum development strategies, page 23

7. Information workshop and forum on utilization of IBE's information resources at a distance, page 23 7.1 Concerns coming out of information forum, page 23

V. Conclusions, page 25

Curriculum development process: technical, political and administrative aspects, page 26

Follow-up activities for the IBE in relation to the Pilot Intensive Sub-regional Course on Curriculum Development, page 26

A N N E X I: List of participants, page 27

A N N E X II: List of faculty members, a e

A N N E X III: IBE/IIEP Secretariat, page 31

A N N E X IV: Course programme, page 32

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I. Introduction

In response to the concerns expressed by M e m b e r States as regards the preparation of children and young people for the numerous political, economic, social and cultural changes resulting from globalization, the I B E is presently focusing its programme on The adaptation of content to the challenges of the twenty-first century. Within this programme and its mission to strengthen the capacity of the M e m b e r States of U N E S C O in the area of curriculum development, the I B E aims at increasing the interaction and dialogue between policy decision-makers and curriculum specialists, through the organization of training courses. These courses are designed to meet the needs of both these partners in the curriculum development process. M o r e particularly, the courses aim at increasing these partners understanding of each other's objectives, needs and constraints.

A first pilot course on curriculum development for upper primary and general secondary education was organized from 11 to 18 September 1998 at the I B E premises in Geneva, Switzerland. The Swiss authorities financed the course.

This intensive sub-regional course was intended mainly for countries of the Mediterranean region. Representatives from the following countries participated in the course: Albania, Bosnia and Herzegovina (hereafter Bosnia), Greece, Jordan, Lebanon, Malta, the Palestinian Autonomous Territories (hereafter Palestine), Slovenia, Spain, Syrian Arab Republic (hereafter Syria) and Turkey. T o enlarge the scope of the course and enrich it with experiences from other regions, as well as to facilitate the organization of future sub-regional courses, the following countries were also invited: Colombia, India, Mozambique and the United Republic of Tanzania (hereafter Tanzania). Twenty-six participants attended the course. A s can be seen from the list of participants (Annex I) most countries designated for course participation a decision-maker and a specialist in curriculum development. The language of instruction of the course was English.

Course contents and modalities

T h e programme consisted of a combination of country presentations, lectures, practical exercises and fora. The course commenced with each country presenting short reports of their decision­making processes related to curriculum development with emphasis on specific national features in this area. Participants based their presentations on the guidelines developed by the I B E for this purpose. The presentations revealed the great variety of approaches to curriculum development in the region in terms of administrative structures and definition of goals and priorities, but also indicated many c o m m o n concerns. Information on structures within which curriculum development takes place, national goals for education and salient curriculum reform trends as revealed in the country presentations has been synthesized in this report. All country presentations provided information on principal features of national situations and permitted course participants to gain insights into curriculum development processes, problems and achievements of each country.

The main part of the course consisted of three clusters each comprised oí lectures, followed by practical exercises. The following three major areas of curriculum development were selected: social sciences; humanities, with particular reference to cultures and modern languages; and science. Though being aware of the fact that this choice might be regarded as somewhat arbitrary and that other subjects like mathematics or mother tongue instruction could have been included on an equally justified basis, the IBE based its decision on the following two considerations. For this pilot training experience the two closely related and not mutually exclusive fields of social sciences and humanities have been selected, as the teaching of these disciplines m a y contribute significantly to introducing into school curricula the concept oí learning to live together, a concept of particular

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concern to the E B E . A s regards science education, it is of crucial importance in the other priority concern of the IBE: the development of the content of education with a view to meeting some of the challenges raised by globalization.

The lectures covered theoretical and methodological aspects of curriculum design and teacher development; presented a state of the art of various approaches and examined trends in curriculum development in different countries.

For the practical exercises, discussion groups were constituted in which the topics raised and questions prepared by the respective faculty members were primarily examined in the light of national experience and concerns. In the group work of the social sciences component, participants were requested to prepare guidelines for social science curricula within four types of imaginary societies.

The other approach taken to delivering the course content was through the organization of fora. T w o of these were devoted to administrative aspects of and theoretical approaches to curriculum development: i) ' W h o does what in curriculum development?' The role of various protagonists, with

particular focus on policy-makers, curriculum developers and teachers; ii) Teaching/learning theories and curriculum development, iii) The theme of the third forum, 'Learning to live together: the role of history and geography

teaching' was selected to reinforce the concept of 'learning to live together in a democratic society'.

T o pave the w a y for future sustained collaboration between the course participants and the E B E , an additional forum was organized on the utilization of IBE's information resources at a distance and the role of participants in their development. This forum followed a workshop held in the IBE's Documentation Centre during which presentations were made of the different information products developed by the IBE.

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II. Key educational goals and trends in curriculum reform

The goals and trends summarized here were identified from the written presentations prepared by all countries participating in the pilot intensive sub-regional course.

A c o m m o n overall aim of education is the holistic development of the individual, through attention to the mental, spiritual, ethical, aesthetic, emotional, physical and social growth of the pupil. Another primary goal is that of preparing students for future employment and to play active roles in their country's economic and social development. Linked to these concerns is the c o m m o n desire to prepare students to cope with the challenges of the rapidly changing, technologically advanced, culturally diverse societies of today. S o m e countries (Malta, Slovenia) expressly stated the goal of equipping students with the skills needed to adapt to rapid changes in the workplace and job market and to develop the ability and motivation to continue learning through life. The development of scientific thinking, critical reasoning and problem-solving skills were also principal educational aims cited by several countries. Other countries stressed the need for education that would provide the skills and competence necessary for the adaptation of science and technology to the particular developmental context of the country (Palestine, Jordan, Colombia).

Countries referred to specific efforts being m a d e in current reforms to translate some of the major concerns into curricular programmes. Palestine has given special focus to mathematics, science and technology education in its secondary education curriculum. Greece is similarly increasing the time allocated to science subjects in secondary education, as is Tanzania. With regard to the use of computers in education, a number of countries referred to specific programmes underway or soon to be introduced: the teaching of computer literacy and computer science and the incorporation of computers into schools as tools in the teaching-learning process sometimes through the establishment of computer networks.

Foreign language teaching was specifically stated by nearly all countries to be a priority area with a number of them introducing a foreign language into the curriculum at the primary education (Palestine, Jordan, Greece, Spain). Equipping students with the ability to communicate with people of other countries and cultures is seen as a means of strengthening a country's capacities for socio-economic development, but also as an opportunity to teach students about other cultures and foster cross cultural relations and international understanding. Albania for instance states 'the development of tolerance and respect for diversity' to be one of its aims in foreign language teaching, Syria sees foreign language learning as lthe window through which we can see and communicate with the world around us' and Jordan, as 'a means of gaining insight into other people's cultures and patterns of thinking'. Palestine explains its decision to introduce English into the lower basic education stage of the first Palestinian curriculum as being to 'facilitate cross-cultural understanding and international co­operation', recognizing it as a 'global language'.

Environmental education was either included in the educational goals or specifically referred to by most countries as a major concern within curriculum development. Jordan expressly stated the goal of developing awareness in students of both local and global issues, through teaching them to: 'comprehend facts, concepts and relations connected with the natural environment both locally and globally and use them effectively in everyday life'. Colombia linked environmental awareness to improvement of the quality of life. In addition to environmental education, India has also included consumer education in its curriculum, while Mozambique has included environmental education in its teacher education curriculum. In

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m a n y instances environmental education is taught in an interdisciplinary manner and included in extra curricular activities.

There w a s indication of a strong tendency m o v e away from the traditionally rigid and predominantly academic focus in the curriculum and introduce additional subjects or themes, often in a cross curricular manner, thus broadening the curricular base and enhancing the overall development of the pupil. Subjects such as civics and free activities (Palestine), personal and social education (Malta); consumer education, values education, work experience programmes (India); population and health education (Jordan, Syria); practical life skills, unified science, social studies (Tanzania), have all been recently introduced into the curriculum in an effort to broaden the learning opportunities offered at school. In m a n y cases, especially at primary or basic education level, individual subjects in the sciences and social sciences have been integrated into one curriculum 'package', both for reasons of teaching areas of related knowledge in a more unified, cohesive manner and in an attempt to reduce overloaded curricula.

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III. The teaching of values in national curricula

In their presentations, participant countries were requested to indicate whether their primary and secondary school curricula included specific subject areas, activities or programmes aimed at promoting values and attitudes which would foster peaceful co-existence and international understanding, i.e. 'learning to live together'. Nearly all countries indicated through their broad educational goals as well as through specific curricular subjects, a concern with the transmitting of democratic values through school education, which would lead to the development of students as patriotic, responsible individuals aware both of their rights and duties as citizens. Most countries also cited the goal of teaching students awareness, appreciation and respect for the cultures and the rights of other peoples. Examples of the expression of such educational goals are those of Jordan: adhere to citizenship rights and shoulder the related responsibilities., be open to human cultures, their values and positive aspects; appreciate humanity and develop positive attitudes towards self, others, work and social progress and exemplify democratic principles in both individual and social behaviour. - Turkey: to develop in students a broad vision of the world, respect for human rights and peace; - Lebanon: to discharge ones duties as a responsible citizen; understand the importance of ethical and human values, practise them with responsibility and express ones opinions within the law; - Colombia: develop respect for life and other human rights and democratic principles including peace, pluralism, justice, equality and freedom.

The inclusion in all national goals of a concern with adequate provision of the means for individuals to attain balanced personal growth (intellectual, physical, emotional, spiritual, moral) suggests a recognition that such individual development is essential for the fostering of attitudes of tolerance, respect, understanding and goodwill towards others. S o m e countries expressly state through their goals the need to inculcate values of respect (for self and others), tolerance and peace within the immediate environment as a first step towards extending these attitudes towards humanity in general.

Within the curriculum, efforts are made to incorporate these goals in a variety of ways. M a n y countries indicated the inclusion of civics or citizenship education as a curricular subject while others suggested that such values are taught through a range of social sciences and humanities subjects (history, geography, foreign languages, political education, religious education), via a cross-curricular approach or through extra curricular activities. A number of countries (Palestine, Greece, Jordan, Spain) indicated the inclusion of foreign language teaching at the primary level, so as to earlier and more effectively equip pupils with the means of communicating with and understanding other cultures. Malta has introduced a programme for the teaching of personal and social skills at secondary level. S o m e countries (Colombia and Malta) indicate the development of activities within the wider community aimed at promoting the ideals of'learning to live together'.

A s regards multicultural education, countries recognize the importance of this approach in education, most indicating greater or lesser development of such programmes. S o m e countries while aware of the necessity of such an approach suggest that for a variety of reasons they have not yet advanced very far in the implementation of multicultural education programmes (Bosnia and Herzegovina, Greece, Mozambique).

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IV. Summary of proceedings

1. FORUM ONE: W H O DOES WHAT IN CURRICULUM DEVELOPMENT?

1.1 M a i n points of forum presentation

The topic of the first forum was an essential theme of the course, particularly as it related to the dynamics existing between policy makers and curriculum designers. Following is a summary of the principal points m a d e in the presentation. • Curriculum development should be seen as ' a permanent search for qualitative

improvement [in the education system] in response to changes in society'. At the end of the twentieth century, it is more or less universally recognized that curricula should be 'open, active, flexible and intercultural' but the translation of this ideal into meaningful reality in schools and classroom is an enormous challenge in all countries. For curriculum development to adequately respond to regional differences and to socio-cultural and ethnic diversity, provision has to be made for localized or regionalized adaptations of a core national curriculum. Thus, decentralization of the curriculum development process should be integral to meaningful curricular change.

• A participatory approach to curriculum development will permit the involvement of various stakeholders other than top level policy-makers and specialized education personnel. Systematic approaches to curriculum development can facilitate participation by various stakeholders at different stages and levels of involvement.

• However , curriculum development may often be based more on a 'panic approach' in which local or international political pressures cause rapid decisions to be m a d e to change the curriculum without prior careful and structured planning. The impact of international debate on major global concerns such as environmental and population issues or w o m e n s ' education is an example of such pressures. Not only is the 'panic' approach not likely to be successful, it may lead to an overloading of the curriculum, increasing the difficulty of teachers' tasks. It is advisable w h e n faced with such issues to examine what is already present in the curriculum that is of relevance, and h o w to effectively incorporate new issues. Curriculum development that attempts too m a n y innovations is unlikely to succeed.

• It is thus vital to examine the learning opportunities available when designing new curricula or introducing specific changes so as to avoid disparity between expectation and reality. The ways of translating stated goals into practice have to be carefully thought out from the outset, so that a systematic approach to curriculum development is ensured.

• The need for 'co-operation and sharing of power ' was stressed, with the important role to be played by 'middlemen': school inspectors, teacher educators, local administrators being pointed out. Forces external to the formal education structure can influence curriculum reform and development to a greater or lesser degree: parents, pressure groups, and civil society in general. The degree of influence and participation of these groups is related to the level of democracy existing in the society.

• The forum focused particularly on the pivotal role of teachers in successful curriculum change. Changes to curriculum are usually designed within Ministries of Education or in specialized institutions with little direct involvement at primary and secondary school level, although teachers are sometimes assigned to curriculum development institutions. Teachers tend to be regarded more as 'conveyors' than designers of curriculum, although school-based curriculum development is a concept which is gaining popularity in some countries, as decentralization

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spreads to schools. The closer that curriculum development gets to school level, the more teachers need to be involved. At present, 10-30 percent of curriculum development can take place at school level and this percentage m a y be increased with time.

• Generally, the number of teachers playing an active role in curriculum design is small, although as implementers of the curriculum their contribution to the success of change is vital. At the classroom level, teachers are involved in decision-making about the curriculum w h e n they select which textbooks and other materials to use, and design their o w n lesson plans and teaching approaches in translating theories and instructions into practice.

• For teachers to be real actors in the change process or effective and motivated implementers of change, adequate teacher education is essential, both in terms of preservice and inservice training programmes. The latter should be an integral part of curriculum development processes and should include both training in teaching methods and assessment. O n e w a y for teachers to be actively involved in curriculum development while improving their professional skills, is in the design and trialling of lesson units suitable for implementing changes within specific socio-cultural contexts. For this to be effective, they need to be adequately prepared. Curriculum conferences are proposed as settings in which the involvement of teachers and other local actors could be launched.

• Leaving teachers out of the design and development of curricular change is likely to result in little, if any real change being effected. Teacher involvement in curriculum development is advocated particularly because it can be a motivating factor to teachers in exercising their profession, giving them a sense of'ownership' of the curriculum.

1.2 Country reports and w o r k group discussion on theme of ' W h o does what in curriculum development'

Administrative structure of curriculum development

The countries represented at the training course described varied national administrative structures and processes for curriculum development. A number of countries have established departments or directorates responsible for the co-ordination of curriculum development issues within their Ministries of Education: Jordan, Malta, the Palestinian Autonomous Territories, Syria. These departments m a y respond to a Ministerial Curriculum Committee (Syria, Palestine) and will usually work closely with other institutions or bodies specialized in curriculum issues, sometimes delegating the entire technical task of curriculum development to centres specially set up for this purpose. In Palestine for instance, the National Curriculum Development Centre has been set up to co-ordinate curriculum reform in the newly emerging State under the supervision of the Ministry.

In Slovenia, another country undergoing major curricular reform following its recent transition to a democratic State and market economy, a National Curricular Council set up by government decree is responsible for formulating the general and collective goals of curricular reform, establishing basic methodological guidelines and overseeing the reform timetable. The Council is comprised of specialists in the various relevant fields of education and specific subject areas from universities and research institutes. Slovenia's Office for Education provides the professional, technical and administrative support needed by the Council.

In Turkey, the Board of Education under the supervision of the Ministry of Education co­ordinates curriculum review and development, working closely with the Educational Research and Development Directorate and numerous other departments and institutions at national, provincial and sub-provincial levels.

In several countries, curriculum development is the direct responsibility of autonomous educational research and development institutes operating under the supervision of the Ministry of Education: Albania, Greece, India, Lebanon, Mozambique, Tanzania. In Greece, the Pedagogical

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Institute includes specially appointed school teachers on its staff In addition to the design of new curricula, these institutes are likely to also be responsible for inservice teacher education.

Spain and Bosnia are two differing examples of highly decentralized systems operating under the broad regulatory framework of the Ministry of Education. In Spain, all individual regions will have fully autonomous education systems administered by their regional authorities by January 1999. In Bosnia and Herzegovina, the Republika Srpska and the Federation of Bosnia and Herzegovina have two separate education systems. The latter is divided into ten cantons each of which has responsibility for the design and adoption of its curricula. There is as yet no professional institution at either the level of the State or the Federation to co-ordinate curriculum development or other aspects of educational policy-making and development. In India, where the huge size of the country makes decentralization imperative, the broad curriculum framework developed by the National Council of Education, Research and Training ( N C E R T ) is then adapted to the specific needs and realities of the 25 states under the coordination of the State Councils of Education, Research and Training ( S C E R T s ) .

Levels of participation

Countries generally reported a participatory approach to curriculum development during the preliminary stages of the change process. The importance of establishing a broad participatory framework was clearly expressed in some reports. Palestine's First Curriculum Plan states for instance: 'Bearing in mind that education is the concrete foundation of the future of human societies, it becomes vital that individuals have the right to share the responsibility for building the curriculum. Overall social participation in producing the curriculum strengthens national unity since it brings a balance in the relationship between the individual and society, on the basis of social justice that must be reinforced by the curriculum. '

Widespread participation m a y primarily consist of public debate involving representatives from all interest groups: parents, employers, religious officials, as well as those directly working in the formal education system. Turkey has built a needs assessment plan into its curriculum development model which will employ written and oral surveys and target all major interest groups including parents, at the outset of undertaking the change process. In several countries, once the preliminary draft of the curriculum is drawn up by the responsible unit, commission or committee, it is m a d e available to groups representing the various stakeholders for debate and modification.

The most c o m m o n pattern for countries (e.g. Slovenia, Jordan, Palestine, Turkey) as regards the organization of curriculum review and development is to form commissions, committees or w o r k teams to undertake the various phases and/or levels of the process. These teams m a y operate at national or regional levels and are usually composed of education professionals from the Ministry and regional and local authorities, university faculty and education research institute staff. It is at this stage that teachers m a y be directly involved in the decision-making process. Slovenia for instance has established both sectoral curriculum commissions and subject and programme curriculum commissions. While the former are composed of education and subject specialists from universities and research institutes, the latter include teachers from schools and kindergartens as well.

Materials development and the involvement of teachers

A s regards the development of instructional materials, countries reported differing levels of involvement by teachers. S o m e countries for historical reasons have traditionally imported textbooks as in the case of Palestine which presently uses materials produced in Egypt and Jordan (but is n o w developing its o w n ) and Malta which imports a large percentage of its textbooks from the U K . In other cases, writing teams are formed by the co-ordinating institutions (Jordan, Lebanon)

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or services of specialized institutions or individual specialists contracted, while in some countries, independent publishing houses produce textbooks. In cases where textbooks and other instructional materials are produced independently, there is usually a system for checking and approving these materials prior to their being m a d e available to schools. Teachers' involvement m a y consist of assessing existing instructional materials and making suggestions for change, or they m a y form part of writing teams or author books independently.

2. SOCIAL SCIENCES COMPONENT

2.1 S u m m a r y of the lecture

The lecture, which was jointly delivered by two specialists, presented two approaches to the development of social sciences curricula in schools, with brief overviews of the evolution of the Anglo-Saxon and French models.

The teaching of social sciences within the Anglo-Saxon tradition

The first half of the presentation, which focused primarily on the teaching of social sciences in an Anglo-Saxon influenced context, began by examining some of the problems confronting social sciences in the school curriculum. These problems include: a tendency to accord less importance to the social sciences than to other subject areas, with many curriculum development departments in Ministries of Education not having a unit devoted to this area; poor preparation of social science teachers resulting in a shortage of specialized staff and the subsequent use of unspecialized teachers; an unclear structure of the social science curriculum.

However, the importance of the social sciences in the curriculum was stressed, particularly their role in the teaching of values. A distinction was m a d e between specialized subjects coming under the social sciences classification (sociology, political science, economics, psychology) and non-specialized and cross-curricular subjects or approaches (civics and multicultural ism). It was pointed out that some subjects more traditionally considered as falling within the humanities such as history and geography are closely related to the social sciences.

A brief survey of the evolution of the social sciences in the curriculum from the 1950s to the 1990s was provided. At the level of primary education, the focus has tended to be on an 'expanding communities approach' starting from the self, family and immediate environment and moving outwards to the wider community, nation and world. During the 1970s and 1980s with the expansion of the social sciences in higher education, more graduates became available to qualify as secondary teachers and the social sciences became more widespread in the curriculum at this level, with more specialized programmes gradually emerging, including formal civics programmes. The 1990s has seen a trend towards more integration of the social sciences in the curriculum, with a concentration on multicultural civics issues in secondary education. This focus clearly reflects the concerns of wider society at the end of the 20 t h century as they relate to issues of identity and multiculturalism and the search for stability within diversity and uncertainty.

Concerns within curriculum development in the social sciences include: h o w to structure a coherent curriculum (where to specialize, where to integrate); h o w to make the curriculum relevant for adolescents (need to beware of an over-academicization of the social sciences curricula for schools); w h o to involve in the development of the curriculum, particularly as regards specially sensitive areas; h o w to adapt the curriculum to the needs of different socio-cultural groups; preparation of social science teachers - should all teachers receive some basic training in aspects of the social sciences?

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French social sciences curricular model

The second half of the presentation focused on the French social sciences curricular model which has been able to achieve an interdisciplinary approach with relative success at the secondary level, an approach continued at higher education level. However, it was stressed that there is no general model advocated for social sciences curricula. The broad aims of the French curriculum are to give students the tools to interpret and understand the outside world through introducing them to a plurality of theories. Theories are taught through presenting students with specific problématiques.

The emphasis in content has been on economics and sociology, with elements of demography, law and political science, the latter being offered as a separate elective. There is also an elective of the study of outstanding social science thinkers and theorists.

In France, the social sciences curriculum is renewed on a permanent annual basis and influenced strongly and guided by the academic world. Curriculum development is centralized within the French system. O n a regular 2-3 year basis there is a national consultation of social sciences teachers on curriculum development.

This half of the lecture concluded with the presenter summarizing what he identified as the main strengths and weaknesses of the French system:

Strengths • A steadily growing number of students choose the social sciences stream (currently 27 percent).

• There is general approval of the curriculum by the academic world - especially with regard to law, sociology and political science (economics is thought not to contain a sufficiently mathematical focus).

• The interdisciplinary approach has been maintained and widened. • The curriculum development approach is efficient. • A steady and good quality stream of teachers has been produced since introduction of social

sciences into the curriculum.

Weaknesses

• There remain often negative attitudes towards the social sciences. • The interdisciplinary approach has had only limited success, tending to result rather in a

juxtaposition of different perspectives. • Curriculum review and development has been evolving too fast largely due to the pressures from

the academic world, which poses problems for social science teachers. • The lack of an adequate teacher training policy (both pre- and inservice) means teachers are not

properly prepared to teach curriculum.

2.2 G r o u p w o r k

Participants were invited to carry out the following exercise: Set up the guidelines for curriculum development in the social sciences for the following types of imaginary societies:

• An emerging society struggling for national identity • A society undergoing rapid political and economic changes influencing its identity

• A society composed of diversified groups (ethnic, religious, national)

• A society with vast regional differences

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2.3 Discussion

O n e social sciences faculty m e m b e r highlighted the need for the social sciences curriculum to be tailored to meet the needs of specific national and local contexts, not only in terms of the content but also the curriculum development process. Issues such as the degree of centralization or decentralization of the education system have to be taken into account.

The other m e m b e r of the faculty observed the importance of the social sciences curriculum in maintaining national and social cohesion. H e identified certain subject areas which were identified by nearly all w o r k groups as essential: history, geography, civics. H e underlined the need for better articulation between secondary and higher education in order to raise the image and profile of social sciences in the education system.

T h e Tanzania noting the broad subject scope and interdisciplinary nature of social sciences curricula, suggested the need for team teaching in countries and schools where there is a limited number of qualified social sciences teachers.

L e b a n o n spoke of the tendency to give less weight to social sciences in the curriculum in terms of assessment which makes students less inclined to take it seriously as a subject area.

The difficulty of teaching values as opposed to knowledge and facts was recognised as one of the main challenges to the teaching of social sciences. The distinction to be m a d e between the teaching and the learning of values was also highlighted especially in the Forum on 'Learning to live together'.

2. F O R U M T W O : LEARNING T O LIVE T O G E T H E R T H R O U G H T H E TEACHING OF HISTORY A N D G E O G R A P H Y

3.1 Main points of forum presentation

The forum was centred around the joint IBE/University of Geneva project: Learning to live together through the teaching of history and geography and examined the following issues: what is meant by 'living together'; the relation and distinctions between history and geography teaching and history and geography learning and the fundamental aims behind history and geography teaching. The teaching of history and geography within a context of globalization was also examined. Examples of history and geography curricula from countries studied in the research project were given.

Three principal meanings behind the teaching of history and geography were identified, namely: forging community or national identity; fostering integration into wider spatial contexts and positioning oneself in relation to neighbouring countries and the rest of the world; and transmitting both explicit and implicit ethical and civic values. A fourth objective in the teaching of these two disciplines was urged: to foster encounters and harmonious, meaningful relationships between peoples based on understanding and respect for their w a y of life.

Because of the constant social and political changes taking place at national and international levels, the history and geography curriculum is subject to frequent modification and renewal as n e w issues and developments assume importance for policy makers and decision makers in education. These two disciplines are subject to manipulation and distortion so that a particular (the official or politically correct version) view of historical events or geographical contexts and boundaries m a y be presented. ''Understanding the past helps in controlling the present and justifying domination and changes of course. History has repeatedly been put at the service of political objectives and social demands' It was pointed out that history and geography are learnt at different levels and in varying contexts by students, not simply in the classroom, but within their o w n communities and social/ethnic groups, and within the h o m e . These 'histories' and 'geographies' m a y be in direct contrast and opposition to what is taught in school.

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Thus the sensitivity and subjectivity surrounding history and geography in the curriculum were underlined, particularly as regards their role in transmitting values. The school's role in the teaching of values was considered vital but the challenge oí what to teach and how was stressed. A m o n g desirable values to be included in the curriculum are democracy, freedom, secularism and solidarity.

The challenge is to develop a history and geography curriculum which is truly meaningful and relevant to a people's beliefs and world view, while acknowledging and respecting the beliefs and world views of others and attempting to find harmony and points of commonality and universal values within this diversity. A s the presenter stated: 'Human beings awareness of their representations of the world and their territory enables them to gain a better understanding of the complex world they live in. The role of teaching will be to give scientific shape to representations of territory and everyday life and their relevance to globality. In doing so it will educate people about the world in such a way as to prepare the ground for continuity between territory based contexts and the world system and make them more receptive to outsiders who although different are so yet so close. '

For the discussion, participants were asked to examine the following questions: 1) the meaning of history and geography teaching in their countries; 2) h o w pupils learn to live together; 3) which concepts are used for teaching about living together.

3.2 Discussion

Greece pointed out the need to recognize and take into account the different stages of political maturity and levels of stability of nations around the world in the debate on the development of curricula pertaining to the need to live together. Different stages reflect different focuses in the curriculum. In this regard, comparison was made between countries of Western Europe and those of Africa, Eastern Europe and the Middle East. Countries are likely to be concerned in the first instance with the promotion and maintaining of national and social cohesion. Syria acknowledged this reality in its presentation of the situation in Syria and other Arab countries.

India stressed the importance of family values and of learning within the h o m e in the debate on education for learning to live together.

4. HUMANITIES COMPONENT

4.1. S u m m a r y of the lecture

The presentation looked at aspects of the teaching of the humanities in the recent curriculum reforms in Norway. The underlying philosophy of the comprehensive reform is the principle of the all-inclusive school, 'providing equitable and suitable adapted education for all children in a co­ordinated school system based on the same curriculum.' The core curriculum in Norway for the 10-year compulsory school focuses on developing all aspects of the child's personality and character -spiritual, moral, creative, social, intellectual - with the aim of forming integrated human beings.

The humanities curriculum is integral to this overall process. A major change to the curriculum relates to language teaching and multicultural education. In order to fully recognize and cater to the varied linguistic and cultural needs of the Sami people (the indigenous ethnic minority of Norway) a number of language alternatives have been introduced: Sami or Norwegian m a y be selected as first and second language alternately, or both m a y be offered on an equal level. Alternatively, Finnish m a y be the second language (with Norwegian the first) or students m a y simply choose Norwegian as first language and study no second local language. English is compulsory for all students.

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In addition to, the Sami people, Norway has a growing immigrant and refugee population, whose linguistic and cultural needs are also being recognized and catered to in the current reforms.

Within the overall reforms, the focus has been on renewal of content of existing subjects rather than on the creation of n e w ones. Teachers and students are given m u c h scope for choice and flexibility through the provision of areas such as: additional subjects, free activities, school and pupils choices and class and pupil councils ' work.

4.2. G r o u p w o r k

Participants were asked to discuss four questions focusing in particular on problematic areas posed by these issues. Following are the questions and group responses:

1. Discuss the roles of main actors/stakeholders in the curriculum development process in the perspective of the curriculum being a tool for renewal and innovation in schools.

Groups were in favour of a broad inclusive policy with regard to the curriculum development debate but recognized the challenge of reconciling political and technical viewpoints w h e n diverse stakeholders are involved.

2. In the curriculum for the compulsory school in Norway, one of the main principles is community and adaptation. This means an all-inclusive school with a common structure and content adapted to individual needs, local traditions and environment. What implications does this two-fold principle have on curriculum development and design?

Participants recognized the vital importance of adapting a c o m m o n core curriculum to local needs and traditions, but felt that this would pose challenges and was potentially divisive. For such an approach to be successful there is need for local involvement and open, flexible attitudes in curriculum development. It was stressed that it is vital to provide general information about communities in a reciprocal manner.

3. It is emphasized in the curriculum that the centrally designed common content be adapted through local work on subject curricula as to relevance and actuality of the different age groups. Discuss whether the humanities are of special impact in building character at the lower secondary stage.

There was some confusion as to what subjects constituted the 'humanities'. S o m e participants included history and geography, subjects also considered to fall within the social sciences. It was generally felt that the humanities could play a role in building students' character during primary school. Through the humanities pupils can develop knowledge of and pride in their o w n culture, while learning about others and acquiring values of tolerance and respect for diverse cultures, lifestyles and viewpoints.

4. Discuss the role of humanities in curriculum in terms of issues related to multicultural societies.

In multicultural societies, humanities curricula must reflect both c o m m o n and specific cultural aspects of the diverse communities. Fundamental issues facing multicultural societies such as immigration can be examined through the humanities.

In addition, participants also identified some fundamental issues raised by the group work exercises that should be considered when undertaking curriculum change in the humanities:

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Question 1 (roles of main stakeholders in curriculum development)

W h o should decide what should change in a school curriculum? Should the actors/stakeholders have professional knowledge? H o w do they co-operate? W h a t makes the roles of different actors vary from society to society?

Question 2 (implications on curriculum design of all-inclusive school approach)

W h a t will happen in a society with a diversity of local traditions and values? H o w do w e select curriculum content for multicultural societies in order to cope with various individual needs? H o w do you handle multicultural societies with conflicting identities/values?

Question 3 (impact of the humanities in building character at lower secondary stage)

Can the study of the humanities help people live together? W h a t happens w h e n a centrally defined curriculum runs against local traditions/values?

Question 4 (role of humanities in curriculum in multicultural societies)

Should the humanities on the one hand help students appreciate different perspectives in terms of cultural differences and on the other hand help them to understand c o m m o n values that everybody shares?

5. SCIENCE COMPONENT

5.1. Summary of the lecture

The aims of science education

Three fundamental purposes of a science curriculum within a democratic society were identified, namely: • science as a transmission of knowledge and process; • science for a foundation in work skills; • science as a tool for democratic and cultural participation. Each of these aims demands a specific type of education which might be complementary but also at other times contradictory with the other aims.

A s regards the second aim, that of equipping a population with adequate vocational skills, the popularly held view that effective science education will lead to a strong economy was questioned. Science education should rather aim to equip students with basic scientific knowledge and technical skills in order to cater to their day-to-day needs in society.

With regard to the third aim of using science as a tool for democratic and cultural participation, it was stressed that the curriculum must be kept up-to-date and topical in order for all students to understand crucial contemporary issues which affect h u m a n society. Genetic engineering was cited as a typical example of new scientific research and activity.

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Achieving the aims

For the science curriculum at primary and secondary levels to meet these stated aims, traditional teaching methods will have to change in order for students to be more actively involved in the educational process. Group work in classrooms could facilitate more participatory learning.

Students' views and concerns must be listened to and discussed, and their knowledge and beliefs acquired in the h o m e and other learning contexts have to be taken into account. It is essential to recognize the important learning opportunities available to students in the h o m e , through the m e d i u m of family discussions, television, etc. However , there are considerable challenges in transferring school knowledge to the context of the h o m e . The local community from which the child comes needs to be involved in science education so that there is better understanding and awareness of the curriculum within the community. Parents and siblings can be actively involved in the school curriculum. T h e S H I P S (School H o m e Investigations in Primary Science) project in the U K based on learning activities which children can carry out at h o m e with the active participation of their parents, was cited as a good example of such an approach.

A cross-curricular integrative approach to science education should facilitate the carrying out of the cited aims. Within an integrative approach however, it is important that adequate time be allocated in the timetable to science teaching.

Teacher education was highlighted as a vital factor in the success of science education. Effective teaching about science depends on proper knowledge of the subject, otherwise students risk being misinformed. If a cross-curricular approach is to be effective, teachers of other disciplines have to be properly trained to handle issues pertaining to science within their areas of specialization.

T h e training of primary school teachers is a priority area is it being imperative to identify the means to adequately prepare all teachers at this level to teach science. Attempts should be m a d e to provide continual professional development of science teachers, with all staff being entitled to paid training leave.

5.2 G R O U P W O R K

5.2.1 Topic O n e : Popularization of science and technology

The popularization of science and technology was discussed as an essential goal of science education, if such education is to cater to the needs, capacities and interests of all students, and if it is to b e c o m e accepted within the wider community. Popularization should be seen as essential to achieving the 'three fundamental purposes of a science curriculum within a democratic society' outlined in the lecture.

Concerns of participants

• Popularization should not be attempted at the expense of truth. Science should attempt to explain but not claim to offer ultimate truth.

• Science education raises m a n y ethical questions that m a y challenge religious and traditional beliefs and values causing fear, rejection or opposition to science on the part of certain groups.

• There are considerable difficulties involved in informing about issues not yet properly understood.

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Suggestions for the popularization of science in the school curriculum

• Link school science to family and community contexts and experiences. Design and encourage practical activities in the h o m e in which parents and siblings can be involved such as used in the S H I P S project (School H o m e Investigations in Primary Science) in the U K .

• Adopt less rigid and formal traditional teaching methods, using instead a range of methods such as open class discussions and drama. Encourage more participatory learning.

• Develop integrated science curricula and design cross-curricular approaches. Involve all teaching staff in discussions about h o w to popularize science through an interdisciplinary approach.

• Incorporate elements of the history of science into the curriculum, to show h o w ideas have evolved over time.

• Avoid a Eurocentric approach to science teaching, showing h o w other cultures have contributed to the development of science.

• Recognize the importance of h u m a n emotions and reactions in the interpretation of science and avoid presenting science in a purely rational manner and of over-intellectualising it.

• In developing science curriculum examine areas where scientific thought clashes with other beliefs and values, in subjects like religious education and environmental education, and seek ways to reconcile these divergent views of the world.

5.2.2 Topic T w o : Practical w o r k and its assessment

Inclusion of practical work in the science curriculum

For the countries represented in this group, practical work in science at the lower primary education level appeared to feature mostly as nature study outings and field trips as well as in the form of activities such as gardening. F r o m upper primary or secondary levels, all science curricula includes practical work within a laboratory setting or elsewhere.

Concerns and proposals

It was generally felt that more practical work should be taught. At the primary level, it w a s felt that practical work is important but should not be presented in the form of experiments, rather as activities which pupils can easily relate to, and which draw on the knowledge and resources of the local community. Practical work should be enjoyable. • All pupils need the chance to participate more in laboratory work, rather than remaining as

observers. • Efforts should be m a d e to design practical activities which can be carried out within the h o m e . • Practical work should focus on the acquisition of both knowledge and skills, including lab skills,

and the significance of any such work should be explained to pupils before they embark on it • The aim of practical w o r k should be for pupils to construct their o w n knowledge and

understanding. • O n e weakness of m u c h practical work is the tendency to focus on mainly one type of

experiment, which limits learning possibilities. • School laboratories are often poorly equipped both in terms of instructional materials and

technical expertise.

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Assessment of practical work

The assessment of practical work was highlighted as a particularly challenging area in science education. Practical work tends to only be considered of value by students w h e n it is assessed but achieving effective assessment poses m a n y difficulties.

Concerns and proposals

• Ideally practical work should involve m a n y collaborative activities, but teachers tend to prefer individualized activities due to fears that pupils will copy from each other. However , this approach contradicts scientific work and research in real life, which is largely collaborative.

• It w a s felt that practical w o r k should be assessed both formatively and summatively in order to properly measure levels of students' knowledge, understanding and skills. Formative assessment w a s seen as essential to the teacher's o w n self-assessment. The importance of adequately training teachers for assessing practical work was recognized.

• The type of assessment foreseen for practical work must be defined at the planning and preparation stage, in order for the activity to adequately meet the assessment requirements. Assessment should focus on to what extent the pupil understands the task s/he is to carry out.

• Students must be more involved in their assessment, they must understand what they are going to be assessed on. It is possible at primary level to avoid awarding marks to work and just give pupils regular indication of their progress (by bulletins or portfolios).

• Alternative means of assessment, such as the organization of exhibitions and the keeping of portfolios should be considered.

5.2.3. Topic Three: Continuous professional development of teachers

Concerns related to the supply and education of science teachers

The issue of teacher supply cannot be seen simply in terms of numbers of teachers available but more crucially, in terms of the quality of the available teachers. The critical question here is teacher education, both pre- and in-service. Apart from general teacher shortages, m a n y countries reported considerable deficiencies in the preparation of science teachers. O n e problem is the nature of teacher education which has tended to be too theoretical, with teachers unprepared to teach practical activities. O n e country reported that science graduates m a y begin teaching with no training in science pedagogy. Another concern was h o w to attract top-level science graduates to teaching in primary and secondary schools.

Proposals for improving teacher education and teacher performance

• There should be a diagnostic evaluation of teachers to find their needs with training being designed accordingly.

• Training should be on two levels, centralized for broad curriculum development and reform, decentralized for more localized needs. It was felt that school-based teacher education which raises the professional status of teachers is a good approach.

• Continuous professional development should be seen as essential, with adequate provision m a d e for it. It could lead to the improvement of practical work and is vital for science graduates w h o become teachers at primary and secondary levels with no initial training.

• Teacher resource centres can be a practical means of providing ongoing staff development. • Promotion should be connected to in-service training and to successful teacher practice.

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Discussion

In-service courses could focus on different areas: n e w knowledge; practical work; administration and management skills. In-service teacher education takes three main approaches: • Teachers follow courses in universities after school. The effectiveness of this option is

questionable as it makes great demands on teachers. • Training is held during school hours. • Teachers enrol in correspondence courses. Tutors need to be provided if this approach is to be

really effective. Other approaches operating in participating countries include weekend seminars, teacher resource centres and the employment of itinerant teacher educators w h o seek to identify and tackle problems as they are encountered. Distance learning (teleconferencing) was identified as potentially useful for reaching large and scattered audiences.

There was general discussion of the problems of promotion and career advancement for teachers. The failure of performance related pay was mentioned. There is also a problem with linking in-service training to promotion as the reasons for teacher motivation become dubious. The question arose as to it is fair or wise to pay primary school teachers less than their counterparts at the secondary level.

6. FORUM THREE: TEACHING/LEARNING THEORIES AND CURRICULUM DEVELOPMENT

6.1 M a i n points of forum presentation

Popularization of science, action-oriented teaching and future learning

The first part of the forum was led by the Director of the San Francisco Exploratorium, California, U S A . The Exploratorium is a unique participatory science m u s e u m which has become internationally k n o w n for its innovations in exhibit design and science education.

The need was underlined to adopt a non-formal approach to science education in order to m a k e it more accessible to the public at large. Science m a y be combined with art and other non-science areas as is done at the San Francisco Exploratorium. Teachers w h o have only been exposed to formal science learning or to very little science can benefit greatly from such an approach in terms of the development of their creativity. O n e of the challenges of teaching is to engage the interest and involvement of the weaker students. A n effective approach to science teaching is to start with activity/action which will generate questioning and discovery by students. Science education should attempt to recreate a sense of wonder about the natural and m a n - m a d e environment, ('comfortable destabilization')

Future learning will focus m u c h more on interactivity and shared or co-learning. While this will be stimulated by the use of n e w technologies in education, it is important to examine h o w already existing best practices m a y be enhanced with technology and not just use technology for its o w n sake.

There is a need for knowledge of successful science teaching experience and innovation to be accumulated and recorded, creating a kind of platform for its dissemination and replication elsewhere. For genuine teacher change to come about, three factors are necessary: incentive, framework and support.

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Curriculum development strategies

The second speaker related his presentation to the work in education of the A g a Khan Foundation and his personal experience within the foundation. H e illustrated his talk with examples from programmes undertaken in East Africa and Pakistan. The following are principal points raised in his presentation.

N e w ideas are central to the issue of curriculum change. The reasons for curriculum reform should be clearly defined prior to undertaking change. The cultural and economic relevance of the basic education curriculum is a particular focus of the Aga Khan Foundation's education programmes.

In terms of the organizational hierarchy of curriculum development there is a need for more local involvement and support: local teacher advisory centres can enhance local variations to the national curriculum and encourage the involvement of local communities. However, one should guard against over-involving local communities to the detriment of the curriculum. One of the Foundation's major concerns is to strengthen the capacity of schools in developing countries to function effectively as individual education units, through the establishing of resource centres which make materials and training available to individual schools and teachers.

The value of early childhood/pre-school education within the education system was emphasized. The Aga Khan Foundation which sees basic education as 'the continuum of learning which stretches from birth to adolescence' places particular focus on child development programmes.

7. INFORMATION W O R K S H O P A N D F O R U M O N UTILIZATION OF IBE's INFORMATION RESOURCES A T A DISTANCE

These components of the course focused on the IBE's Website and its computerized databases, IBEDOCS, World Data and INNODATA, and on how the future development of the Bureau's online services is foreseen. The IBE's on-going concern with producing and disseminating quality information resources to support education policy-making and curriculum development in M e m b e r States was underlined. During the workshop, the principal features of the IBE's programme were portrayed through demonstrations of the Website, while during the forum, the staff responsible for the various information services summarized h o w these resources might be exploited and invited suggestions for their improvement and further development. The planned expansion and enhancement of the Bureau's information services through the emerging information platform that will facilitate access to exemplary curriculum resources was outlined.

7.1 Concerns coming out of information forum

• A network or commission of experts could be set up to verify the data in IBE's databanks: World Data and I N N O D A T A .

• The I B E might make known its data collection processes and should seek sources which can verify the existing data, if this is not yet done.

• A forum should be set up on Internet to generate international discussion of issues related to the content of education and best education practices.

There was brief debate concerning the selection criteria for innovations for I N N O D A T A . One suggestion was for greater selectivity and warned about including innovations before they had proved their effectiveness and had had time to be evaluated. However, one participant supported a broad approach to the recording of innovations for two reasons: i) the fact that what is not new to one country or region's context might be innovative to another's and ii) the fact that failed

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innovations can be attempted again and improved on. This discussion emphasized the importance of the monitoring and evaluation process.

It was also suggested there be two levels or ways of reporting of innovations: one more theoretical and formal for academics and one for the general public and teachers. This might be s u m m e d up as a distinction between formal, structured reporting and journalistic reporting.

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V. Conclusions

The overall reaction to the course was very positive, with it being felt by participants that the objective of increasing of dialogue between decision-makers and curriculum development specialists was particularly well achieved. A number of participants expressly welcomed the opportunity that the course afforded for the exchange of experience with other countries and for developing or furthering ties with the IBE. A desire was expressed for further courses and in more specific subject areas.

Participants suggested a number of other specific subject areas which might be covered in future courses. These included: mathematics; (foreign) languages; computer education/information technology; environmental education/ecology; vocational education subjects.

A number of concerns in curriculum development in participant countries were identified from analysis of the country presentations and of the group work activities and discussions taking place during the course. These concerns, which are grouped below under the broad headings of Science, Humanities, Social sciences and Curriculum development process, will serve as very useful guidelines in the preparation of future training courses and follow-up activities within the IBE's new mandate to assist M e m b e r States in strengthening their capacities to review and reform primary and secondary education curricula as need demands.

Science • Improved teacher education, both pre- and in-service; • Popularization of science and technology; • Introduction of integrated science curricula; • Use of cross curricular approaches to science teaching - appropriate methodologies; • Practical work and its assessment - appropriate methodologies; • Teacher role in curriculum development.

Humanities • The role of the humanities in personal development, in promoting national identity,

awareness and appreciation of other cultures, and in developing the concept of'learning to live together'.

• The development of a curriculum which adequately reflects both c o m m o n and specific socio-cultural values and perspectives

Social sciences • The need for the curriculum to reflect the continuous and increasingly rapid changes in

society. • Adequate teacher training mechanisms and methodologies (how to teach values as opposed

to knowledge and facts). • The need to tailor the curriculum to meet specific needs of national and local contexts—both

in terms of curriculum development process and content. • The role of the social sciences curriculum in maintaining national and social cohesion.

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C U R R I C U L U M D E V E L O P M E N T PROCESS: TECHNICAL, POLITICAL A N D ADMINISTRATIVE ASPECTS

• Improved articulation between curriculum planning and curriculum design so that realisable curriculum development objectives and plans m a y be formulated.

• Incorporation of n e w teaching strategies and methods into curriculum implementation. • Increasing the active role of students in the educational process. • Achieving a higher degree of interconnectedness between disciplines. • Reducing curriculum overload. • Increasing relevance and retention of acquired knowledge. • Effective and adequate involvement of all key stakeholders in the process. • Ensuring adequate local involvement and support. • H o w to balance local and global concerns. • Increasing and enhancing teacher role in curriculum development. • Adequate preparation of teachers for curricular change. • The development of workable inclusive, flexible curricula. • H o w to better tailor curriculum content to meet time constraints of classroom teaching. • Developing the curriculum with a dual function, i.e. preparing the child for the world of

work and preparing him/her for the next level of education. • Provision of a more complete and fair student evaluation process, focusing on both academic

and non-academic attributes of students. • Evaluation of curriculum. • Maintaining a continuous process of curriculum review and renewal.

F O L L O W - U P ACTIVITIES F O R T H E IBE IN RELATION T O T H E PILOT INTENSIVE S U B - R E G I O N A L C O U R S E O N C U R R I C U L U M D E V E L O P M E N T

In the light of the experience gained and based on proposals made, the IBE intends to organize three similar training courses in curriculum development for education policy-makers and curriculum developers over the next two years, as a continuation of this n e w programme. It is expected to c o m m e n c e in early 1999 with a course in India for South and South-East Asian countries, followed later in the year by Southern and Eastern Africa (Anglophone countries) probably to be held in Namibia. In 2000, a course is foreseen for Latin America and the Caribbean, with the proposed venue being Colombia. While the future courses will follow a similar pattern to the pilot experience in Geneva, programmes will be adapted to incorporate regional concerns in curriculum development, particularly as expressed by these regions at the course held in Geneva.

Based on the existing and future proposals of participating countries, a number of activities of c o m m o n concern will be organized to develop, reinforce and expand the Mediterranean Network on Content of Education initiated as an outcome of the course in Geneva. T o this end, close contact will be maintained with the individuals and institutions participating in the Network so as to define priority areas in which the I B E can provide technical assistance and institutional support. Areas for technical support are likely to include the strengthening of information resources and communication channels, and the provision of training and professional development in specific curriculum development issues.

Within its overall role in strengthening national capacities to improve the quality of the content of education through facilitating international dialogue and information exchange on best educational practices, the I B E will set up an international electronic forum on Internet to be put at the service of M e m b e r States. The forum which will be a fundamental part of our developing information platform will encourage high quality debate on contemporary issues in educational practice, with a focus on innovative approaches to the challenges facing societies and education systems at the dawn of the 21st century.

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A N N E X I: List of participants

By alphabetical order of countries.

M s Tatjana V U Ç A N I Specialist for Foreign Languages Ministry of Education and Science Secondary Education Department TIRANA Albania

M s Nadezda RADIC Adviser, Department of Education Federal Ministry of Education, Science, Culture

and Sport Obala Maka Dizdara 2 71000 S A R A J E V O Bosnia and Herzegovina

M s Patricia M A R T Í N E Z Secretary of Education and Culture Gobernación de Bolivar Calle Sargento Mayor #6-53, Centro CARTAGENA DE INDIAS Colombia

Ms Christina ARGYROPOULOU Professor Ancient and Modern Greek Literature P .D.P .E . University of Athens ATHENS Greece

Prof. BP. K H A N D E L W A L Chairman Central Board of Secondary Education Shiksha Kendra 2 Community Centre, Preet Vihar N E W DELHI 110 092 India

Ms Jasminka N A L O Curriculum Advisor Department of Education Federal Ministry of Education, Science, Culture and Sport

Obala Maka Dizdara 2 71000 S A R A J E V O Bosnia and Herzegovina

M s Luz Angela C A S T A Ñ O G O N Z Á L E Z Secretary Community Development and Social Welfare

Municipal Government IBAGUÈ Colombia

Mr Dimitrios M A T T H E O U Professor of Comaprative Education University of Athens Department of Education ATHENS Greece

Mr Anurag B H A T N A G A R Director Navodaya Vidyalaya Samiti A-39, Kailash Colony N E W DELHI 110 048 India

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M s Siham M a h m o u d K H A S A W I N E H Director of Curricula and Textbooks General Directorate of Curricula Ministry of Education Jabal Al-Hussein Street A M M A N Jordan

Ms Nada G H A N D O U R Educational Inspector NCERD BEIRUT Lebanon

Ms Leila RICHA Teacher Faculty of Engineering University of Lebanon B E I R U T Lebanon

Dr Joe M I F S U D Head, Department of Primary Education Faculty of Education University of Malta MSIDAMSD06 Malta

Mr Peter VASSALLO Education Officer (Mathematics) Curriculum Unit Education Division The Mall FLORI A N A Malta

Mr Simão M U C A V E L E Director INDE R . C . Augusto Cardoso, no. 81 M A P U T O Mozambique

M s Anna Filipe José PASSOS Head of Teacher Training Department INDE R. C. Augusto Cardoso, No. 81 MAPUTO Mozambique

M r Salaheddin Y A S SIN Director-General General Administration of Curricula Ministry of Education RAMALLAH Palestine

Dr Imad O D E H Head of Chemistry Department Al-Quds University P.O. Box 20002 EAST JERUSALEM

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M r Igor S A K S I D A University of Ljubljana Faculty of Arts Slavic Languages and Literature Askerceva 2 1000 L J U B L J A N A Slovenia

M r Mariano R O D R I G U E Z G O M E Z Inspector of Education C/Isaac Peral, no. 23 28040 M A D R I D Spain

M r Ahmad A L - F A K E E R Director of Curriculum and Research Department Ministry of Education Al-Shahbandar Square DAMASCUS Syrian Arab Republic

M r Issam D I A B Senior Inspector for English Ministry of Education Al-Shahbandar Square DAMASCUS Syrian Arab Republic

Mr Ahmet S Ö N M E Z Head Curriculum Department M E B TTK BASKANLIGI Teknikokullar A N K A R A Turkey

Mr Osman Yildirim U G U R Curriculum Development & Field Testing Specialist

M E B E A R G E D Egitimi Arastirma ve Gelistirme Dairesi Bsk

Gazi Mustafa Kemal Bulvari 109/6 M a l t e p e — A N K A R A Turkey

Mr A R M S . RAJ ABU Permanent Secretary Ministry of Education and Culture P . O . Box 9121 D A R - E S - S A L A A M United Republic of Tanzania

Dr Emmanuel M . N K U M B I Executive Secretary National Examination Council P.O. Box 1684 D A R - E S - S A L A A M United Republic of Tanzania

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A N N E X II: List of faculty members

Dr Yves A N D R É Researcher 206 route de la Combe 74160 C O L L O N G E S SOUS SALÈVE France

Dr Udo B U D E Deutsche Stiftung fur internationale

Entwicklung Zentralstelle für Erziehung,

Wissenschaft und Dokumentation Hans-Böckler-Strasse, 5 53225 B O N N Germany

Dr Goéry D E L A C Ô T E Executive Director The Exploratorium 3601 Lyon Street SAN FRANCISCO, C A 94123 United States of America

Dr Elin REITE Ministry of Education Curriculum Content Multicultural Education Postbox 8119 Dep. 0032 OSLO Norway

Dr Bernard D U C R E T Researcher Association Savoie-Léman 3, rue de la Fraternité 74000 A N N E C Y France

Dr Jeremy G R E E N L A N D Director Education Programmes Aga Khan Foundation 1-3, av. de la Paix 1211 GENEVA 2 Switzerland

Dr Christian MERLIN Inspecteur général de l'Éducation nationale

Ministère de l'éducation nationale, de la recherche et de la technologie Groupe des sciences économiques et sociales

61-65, rue Dutot 75015 PARIS France

Prof. Joan S O L O M O N The Open University Centre for Science Education Walton Hall MILTON KEYNES M K 7 6AA United Kingdom

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Dr Ellen-Marie SKAFLESTAD N O R A D P.O. Box 8034 0030 O S L O 1 Norway

A N N E X III: IBE/IIEP Secretariat

M r Jacques H A L L A K Assistant-Director-General Director of the International Institute for Educational Planning (IIEP) Director a.i. of the International Bureau of Education (IBE)

M r Victor A D A M E T S Head, Studies Unit, IBE

M s Wanda ROKICKA Task Manager, Curriculum Development Course Head, Documentation and Information Unit, IBE

M s Isabel B Y R O N I N N O D A T A Project Manager, IBE

M s Françoise D U P O U G E T Head, Documentation Centre, IIEP

M s Muriel POISSON Research Assistant, HEP

Prof. Abraham Y O G E V Tel-Aviv University School of Education Faculty of Humanities P.O. Box 39040 69978 TEL-AVIV Israel

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ANNEX IV: Course programme

Friday, 11 September 1998 a.m.

10.00-11.00 Opening session

Presentation of the IBE programme by M r . J. Hallak, Assistant Director General, Director a.i. of the International Bureau of Education

Presentation of the course programme by M s W . Rokicka, Task Manager

11.00-11.30 Coffee or tea break

11.30-12.30 Country presentations with highlights of major issues related to curriculum development

12.30-2.00 Lunch

p.m. 2.00-3.30 Continuation of Country presentations

3.30-4.00 Coffee or tea break

4.00-5.30 Continuation of Country presentations

6.00 Cocktail in the Documentation Centre of the IBE to meet the Bureau's staff

Saturday, 12 September 1998 a.m.

10.00-12.30' Forum 1: ' W h o does what in curriculum development?' The roles of various protagonists with particular focus on policy-makers, curriculum developers and teachers. (Under the leadership of Dr. U . Bude, Deutsche Stiftung für internationale Entwicklung, Zentralstelle für Erziehung, Wissenschaft und Dokumentation)

p.m. Free

Sunday, 13 September 1998

9.30-6.00 Excursion to Gruyère, lunch at the Vieux Chalet in Crésuz (Drive through the vineyards of die Canton of Vaud)

*The moment for the coffee or tea break to be decided by the forum leader or the faculty member(s)

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M o n d a y , 14 September 1998 a.m.

9.00-12.30* The social science cluster (lectures, discussion, group work) (Faculty: Prof. A . Yogev, School of Education, Tel Aviv University; Dr C . Merlin, Inspecteur général de l'Education nationale, France

12.30-2.00 Lunch

p.m. 2.00-4.30 Continuation of The social science cluster (lectures, discussion, group work)

4.30-6.30 Workshop: IBE's information products and resources, presented by the staff responsible for their development and management (Refreshments will be offered during the presentation)

Tuesday, 15 September 1998 a.m.

8.00-9.30 Forum 3: Utilization of IBE's information resources at a distance and the role of course participants in their development, under the leadership of M r . J. Hallak, and the participation of M s W . Rokicka, M r M . Amadio, responsible for World data on education, and M s I. Byron, responsible for 1NNODATA and M s F. Nacereddine, responsible for IBE's W e b site.

9.30-10.00 Tea or coffee break

10.00-12.30 Continuation of The social science cluster (lectures, discussion, group work)

12.30-2.00 Lunch

p.m. 2.00-4.30* Forum 2: Learning to live together: the role of history and geography teaching

(Under the leadership of Dr Yves André, Association Savoie-Léman and Dr Bernard Ducret, Association Savoie-Léman)

Wednesday, 16 September 1998 a.m.

8.00-9.00 Co-operation in a future Mediterranean Network on Content of Education. presentation of the project by M r . J. Hallak, election of a committee for project drafting

9.00-12.30* Humanities (with particular reference to cultures and modern languages)(lectures, discussion, group work) (Faculty: Dr Ellen-Marie Skaflestad, N O R A D and Dr Elin Reite, Norwegian Ministry of Education)

12.30-2.00 Lunch

p.m. 2.00-4.30* Continuation of Humanities (lectures, discussion, group work)

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Thursday, 17 September 1998 a.m.

9.00-12.30* Science (lectures, discussion, group work) (Faculty: Prof. Joan Solomon, Centre for Science Education, The Open University, Milton Keynes, U K )

J 2.30-2.00 Lunch

p.m. 2.00-4.30 Continuation of Science (lectures, discussion, group work)

4.30-5.00 Coffee or tea break

5.00-7.30 Forum 4 : Teaching/learning theories and curriculum development (Under the leadership of Dr. G . Delacôte, Director, Exploratorium, San Francisco and the participation of Dr J. Greenland, Director of Education Programmes, Aga Khan Foundation)

8.00-22.30 Farewell dinner: Hotel-Grill Campanile. A coach will drive participants at 7.30 directly from the IBE to die restaurant and take them back to their hotel at 22.30

Friday, 18 September 1998 a . m .

8.00-9.30 Participants meeting to discuss proposals for Co-operation in a future Mediterranean Network on Content of Education

9.30-10.30 Discussion of follow-up within the Mediterranean region (Under the leadership of the faculty)

10.30-11.00 Coffee or tea break

11.00-12.30 Africa. Asia and Latin America: what lessons for future co-operation with the IBE? Proposals for the organization of courses and for collaboration in curricular matters at the regional level, presented by the participants from these regions. Discussion of follow-up within other regions (Under m e leadership of the faculty)

Course evaluation by the participants

12.30-13.00 Closing session: concluding remarks

In die absence of M r . J. Hallak, die closing session chaired by M r . V . Adamets, Acting Director, IBE

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