Overview of the IBE education/curriculum programmes

Overview of the IBE education/curriculum programmes UNESCO Workshop – Khartoum 13-15 March 2006 IBE UNESCO

“International trends” What does this mean? • “Good policies and practices” in countries that are economically developed and/or do well in international comparisons (e.g. PISA; UNESCO EFA Monitoring Report 2005): Finland, Canada, South Korea, Cuba • There are different roads leading to success – yet the “success”concept has to be explored more closely IBE UNESCO

“International trends” • Education innovations/practices based on research outcomes • Practices that people value because they invest in them hope & high expectations IBE UNESCO

IBE Programmes • Policy dialogue • Capacity building (“community of practitioners”) • International Education Observatory • Technical assistance to member states (curriculum development) • Curriculum and poverty alleviation • HIV/AIDS Education IBE UNESCO

Technical assistance to member states (curriculum development) • Transition and post-conflict contexts (Kosovo, Bosnia and Herzegovina, Afghanistan, Algeria, Caucasus Region) • Countries that are in the course of improving their education systems (Gulf Region: ABEGS; Kuwait; Argentina: Campana project) IBE UNESCO

Transition & Post-conflict contexts Kosovo (2000-2001) • Development of a new Curriculum Framework for primary and secondary education • (RE) defining the criteria for a quality curriculum • Definition of the ‘core curriculum’ in terms of both education inputs and learning outcomes IBE UNESCO

Basic principles of the new curriculum • Need for a comprehensive ‘education vision’ • ‘Common core’ and local curriculum • Flexibility • Student-centred curriculum • Respect of pluralism and diversity • Integration of new education dimensions • Constructive approach of the identity issues • A modern concept of learning (relevant, integrated and holistic) • Focus on competences to face today’s world challenges and possibilities IBE UNESCO

Bosnia and Herzegovina (2003-2004) • Modernisation and harmonisation of a diverse curriculum (13 Ministries of Education) • Defining the ‘core curriculum’ not just in terms of content (pre-fabricated information) but (also) in terms of student competencies • Quality processes and products: how to balance tradition and innovation IBE UNESCO

Caucasus Region (Armenia, Azerbaijan, Georgia): 2003 • Teacher training and curriculum reform • Pre-service teacher training and in-service teacher training • How can curriculum documents orient teachers? IBE UNESCO

Algeria (2003 – 2004) • Revising the national Curriculum Framework in the light of a competencies-based approach • Textbook production and evaluation in line with the requirements of the Curriculum Framework and of the national legislation promoting quality education for all IBE UNESCO

GULF countries (ABEGS – GASERC projects) • Yearly and weekly time allocation • Curriculum integration • Usage of ‘electronic Tools’ in the context of capacity building for curriculum specialists IBE UNESCO

Kuwait • Secondary Education Reform Project • Changes of the education structure (from 4+4+4 to 6+3+3) and curriculum improvement • Teaching and learning strategies • Improvement of the evaluation and certification system IBE UNESCO

Overview of the IBE education/curriculum programmes