Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction ...to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development.
While higher education is still far from universal in the United States, it plays an increasingly large role in shaping our collective understanding of what knowledge counts as legitimate and ...important. Therefore, understanding the college curriculum and how it is changed and shaped helps us to understand the overall dynamics of knowledge in contemporary society. This book considers the emergence of three curricular fields that have developed and spread over the past half century in American higher education - Women's studies, Asian American studies and Queer/LGBT studies. It details the broader history of their development as knowledge fields and then explains how, when, and why individual colleges and universities may choose to adopt such innovations. Based on in-depth case studies of curricular change processes at six colleges and universities across the United States, the book demonstrates that social movements targeting colleges and universities play a major role in curricular change and sets forward a new model for understanding what it takes for social movements targeting organizations to make an impact.
Curriculum vitae de um filósofo checo (posfácio ao "Essais hérétiques: sur la philosofie de l'histoire", de Jan Patočka)1 Roman Jakobson (1981) A vida espiritual de toda nação é de fato uma luta ...contra o debacle moral, declarou com coragem Jan Patocka em mensagem publicada no ano de trevas de 1939, e "as fontes insubstituíveis da riqueza espiritual são as grandes personalidades. Foi somente no dia do funeral que o principal órgão do Partido, o Rúde Právo, noticiou pela primeira vez a morte do filósofo, com o único objetivo de advertir a imprensa ocidental de se abster de utilizar "um acontecimento trágico como a morte de Patocka para fins políticos". Em Paris, Le Monde, de 19 de março, publicou sob a pena do eminente professor Paul Ricoeur, vice-presidente do Instituto Internacional de Filosofia, um artigo em memória de Patocka, que após 1938 foi o representante checo desse Instituto: "foi porque não teve medo que Patocka... foi... literalmente morto pelo poder". Obras principais (em francês): Essais hérétiques sur la philosophie de l'histoire (Lagrasse, Verdier, 1981); Platon et l'Europe (Lagrasse, Verdier, 1983); La Crise du sens, tome 1, Comte, Masaryk, Husserl (Bruxelles, Ousia, 1985); La Crise du sens, tome 2, Comte, Masaryk et l'action (Bruxelles, Ousia, 1986); Le Monde naturel et le mouvement de l'existence humaine (Dordrecht, Kluwer Academic Publishers, 1988); Qu'est-ce que la phénoménologie? (Grenoble, J. Millon, 1988); Papiers phénoménologiques (Grenoble, J. Millon, 1995); Éternité et historicité (Lagrasse, Verdier, 2011).
La educación superior a lo largo de los tiempos ha estado mediada por tendencias económicas, políticas, culturales y sociales, situación que genera riesgos y tensiones alrededor del campo educativo, ...enfoques y posturas que no pasan tan solo como auges de momento, sino que alteran todo el sistema, sus pretensiones, alcances y apuestas de cara a la construcción de sujetos éticos, políticos y críticos. Estos cambios sociales exigen movilidades epistémicas, procedimentales, administrativas y de sujetos; pensar en la educación actual, exige una postura reflexiva y una acción temprana a dichas transformaciones. Ahora bien, la misma universidad ha transformado su enfoque educativo; los programas que surgen, si bien se basaban en las necesidades contextuales y de nación, se transforman a lo largo de los tiempos en requerimientos de competitividad del mismo; por tanto, los currículos se diversifican, se anclan y se centran en las medidas de gobierno en cuanto producción de conocimiento, intercambio educativo, movilidad académica, modelos europeos, etc.
Modulares Curriculum 6 Günther, S; Beckmann, A; Emrich, A. L ...
Zeitschrift für Herz-, Thorax- und Gefässchirurgie,
02/2016, Volume:
30, Issue:
1
Journal Article
Da eine Homogenisierung der europäischen Facharztweiterbildung aufgrund der Heterogenität der Facharztbezeichnungen in den einzelnen Mitgliedsstaaten (z. B. Fehlen des Facharztes für Herzchirurgie ...oder auch Kombinationen Facharzt für Herz- und Thoraxchirurgie oder Facharzt für Herz- und Gefäßchirurgie) trotz ausgedehnter Aktivitäten der European Association of Cardiothoracic Surgery (EACTS) und Union of European Medical Specialists (UEMS) in absehbarer Zeit nicht zu erwarten ist, erscheint gegenwärtig ein eigenständig nationaler Weg geboten 7. Konzeption und Ziele Die als „Curriculum 6+“ bezeichnete Konzeption ist ein kompetenzbasiertes, modular aufgebautes 3-stufiges Konzept mit 6 Basis-WB-, 2 Repetitorium- (Theorie und Praxis) und mehreren ergänzenden Modulen zur speziellen Fortbildung (Abb. 1) nach dem Erwerb der Facharztqualifikation. See PDF. Modular aufgebautes 3-stufiges Konzept. Innovationen Vermittlung einer vielfältigen deutschlandweiten Übersicht zu Diagnostik und differenzierter Therapie bei herzkranken Patienten durch versierte Dozenten aus verschiedenen Institutionen mit Berücksichtigung diverser Subspezialisierungen in der aktuellen herzchirurgischen Versorgung Qualitätssicherung der Weiterbildungsaktivitäten durch kontinuierliche Evaluation, obligates Feedback und regelmäßige Review-Prozesse. Die 4 weiteren Module behandeln modular anhand der erkrankungsbezogenen Gliederung in 3. Das neu konzipierte „Repetitorium zum Erwerb der FA-Qualifikation: Praxis“ fokussiert hingegen auf den ergänzenden Erwerb praktischer Fähigkeiten bzw. chirurgischer Techniken in Kombination mit einer differenzierten Beurteilung (Assessment).
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should ...institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources.
Full text
Available for:
EMUNI, FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NLZOH, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
Background: The first of its kind in Ethiopia, the neurosurgery residency program at the Addis Ababa University College of Health Sciences (AAUCHS) was established in 2006 in partnership with the ...Foundation for International Education for Neurological Surgery (FEINS) and the University of Bergen (UoB). Upon completion of the international partnership in 2016, AAUCHS faculty assumed full responsibility for the program. Our objective was to investigate the experiences of neurosurgical residents and graduates of the program following withdrawal of international support. Methods: Residents currently in training and graduates who completed training after 2016 were invited to participate in semistructured interviews in Amharic. The interviews were audio-recorded, transcribed verbatim, then translated into English. Using qualitative descriptive content analysis, data were organized into themes based on an inductive coding approach. Results: Sixteen residents and 7 graduates participated. Five themes were identified: (i) motivation to enrol in the neurosurgery program, (ii) accessibility to learning opportunities, (iii) resource limitation effects on operative exposure, (iv) feeling "undertrained," and (v) need for curriculum revision. While prior exposure to the program motivated many participants to pursue neurosurgery training, most stated that the program failed to provide adequate exposure to complex pathologies and a breadth of procedures owing to resource limitations and the absence of neurosurgical subspecialty attachments. Thus, participants felt "undertrained" and ill-equipped for independent practice. Trainees recommended curriculum revision to increase time spent on subspecialty cases, introduce skills laboratories, and provide training-level-specific and competency-based assessment. Opportunities for mentorship and reduction in resident numbers were also suggested. Conclusion: While AAUCHS faculty are successfully maintaining the neurosurgery residency, there is a gap between the training provided and participants' expectations. Support from local government to improve resource provision and international support for curriculum revision is needed. These findings provide insights regarding challenges in sustainability and long-term support necessary in global surgical partnerships.
Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and ...universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization and four ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholder contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibility for a field or discipline of decolonial studies.
Full text
Available for:
NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Y eso es precisamente lo que hace esta tesis doctoral, analizar la influencia de la violencia en la educación, rastreando tanto la presencia como la ausencia de contenidos sobre la violencia armada ...en el currículum de una serie de instituciones educativas colombianas.Insistir, más allá de lo estrictamente pedagógico, en los contenidos que intensifiquen la conexión del currículum con la realidad social, y por tanto inquirir si esa relación existe o por el contrario hay una desconexión o ausencia de tal componente, constituye una vía de investigación y análisis absolutamente imprescindible.Dado el gran número de lugares en los que la violencia alcanza un protagonismo similar al que se observa en Colombia, éste puede ser un trabajo que dé pie a otros, que se presenten como complementarios o antagonistas, y que con ello vivifiquen un debate -el de la presencia/ausencia del hecho violento en el currículum- absolutamente necesario e interesante.
PDF
