By R. Skager, R.H. Dave
Read Online or Download Curriculum Evaluation for Lifelong Education. Developing Criteria and Procedures for the Evaluation of School Curricula in the Perspective of Lifelong Education: a Multinational Study PDF
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Curriculum and mind's eye describes an alternate ‘process’ version for designing constructing, enforcing and comparing curriculum, suggesting that curriculum could be designed via specifying an academic procedure which includes key rules of approach. This finished and authoritative booklet: bargains a realistic and theoretical plan for curriculum-making with out ambitions exhibits curriculum will be most sensible deliberate and built in class point by way of academics adopting an motion study function enhances the spirit and truth of a lot of the instructing occupation at the present time, embracing the truth that there's a measure of instinct and demanding judgement within the paintings of educators offers empirical proof on lecturers’ human values.
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Extra info for Curriculum Evaluation for Lifelong Education. Developing Criteria and Procedures for the Evaluation of School Curricula in the Perspective of Lifelong Education: a Multinational Study
Thus, one statement under flexibility read, "Possibility of developing and following alternative curriculum plans". 56 Curriculum Evaluation for Lifelong Education The Romanian team, which produced the most detailed list of criteria at the national level, followed a very similar procedure. For each criterion cluster the various criteria were elaborated in terms of the four curriculum components Objectives, Programmes, Methods, and Evaluation. For example, the criterion cluster equivalent to Horizontal Integration (labelled "School-Society Relationships" on the Romanian criterion list) began with relations between school and community.
The first was structured around attitudes relating to personal growth. It consisted of 48 questions to be answered by the respondent in terms of applicability to the self. A three-choice response format was used Development of the Evaluative Criteria 45 ("Yes, No, I don't know"). Sample questions will be given below in relationship to the actual findings. The second questionnaire described 11 different types of self-educative activity that might be engaged in by learners. We are interested only in the first questionnaire at this point.
Each of the national teams assessed the needs to be fulfilled under lifelong education in a manner that was at least in part unique. All started from the same point, but rather clearly expressed their own perspectives in the national reports. These perspectives were extended into the actual process of deriving and refining the criteria at the national level. Processes for Deriving Initial Multinational Criteria Development of specific evaluative criteria for this research began with parallel analyses into a) the implications of the concept characteristics of lifelong education and b) the basic operational components of any curriculum, the latter described in the previous chapter.