Philosophical foundations for curriculum decision: a reflective analysis

Belbase, Shashidhar; Sharma, Bishnu; Pant, Binod Prasad; Khanal, Bishnu; Panthi, Ram Krishna; Kasemsukpipat, Wandee; Farra, Nabil K. R. Al

doi:10.1007/s43545-022-00344-5

Cited by 8 publications

(14 citation statements)

References 35 publications

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“…1) students build up their own meanings based on what they already know; 2) different students may give different interpretations to the same thing; 3) there are many ways through which students can study; 4) studying is a social activity; and 5) studying is dynamic and context depended [2]. Therefore, the TVET programme should also endeavour to develop the curriculum that is responsive to learners' needs and the country's labour market demand.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

Woyessa¹,

Arko-Achemfuor²

2021

IJVETR

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The primary aim of Technical and Vocational Education and Training (TVET) is to prepare for the country labour force meeting needs of the labour market, to enable people contribute to sustainable social, economic, environment and industrial development. Ethiopia has implemented the outcome-based Technical and Vocational Education and Training system since 2007. The Ethiopian outcome-based TVET system is a training delivery approach in which the labour market demand is identified and Occupational Standards (OS) are developed by industry and then the curriculum is developed based on the OS developed. Both the Ethiopian occupational standard (EOS) and the Technical and Vocational Education and Training (TVET) curriculum derived from the OS have similar architectural structural mapping. The main objective of this article was to assess how the TVET curriculum mapping in the case of the building construction fields in Ethiopia responds to labour market demand. The main data gathering instruments used in the study were interviews and document analysis. The interviews were held with the TVET stakeholders such as the Federal and Regional TVET curriculum development officials, the TVET college principals, the HoDs and TVET trainers. The documents that were reviewed included the Ethiopian National TVET Strategy and other TVET working documents such as the Ethiopian Occupational Standard and the TVET Curriculum Development manuals as well as other literature related to the study. It is found out that the curricula of building construction fields are the direct and one-to-one conversion of their respective Occupational Standards. The findings again revealed that the general TVET curriculum mapping of the building construction fields have not addressed the country's labour market demand and training needs. As a result of this, it was noted that the participants were not comfortable with the curriculum mapping of building construction fields laid by the Ethiopian TVET Authority. The paper concludes that the TVET curriculum should not necessarily have been the direct mirror and reflection of its OS when curriculum mapping was designed as it does not reflect the real societal and training needs of students.

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Section: Theoretical Frameworkmentioning

confidence: 99%

TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

Woyessa¹,

Arko-Achemfuor²

2021

IJVETR

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“…There is an agreement on the fact that a curriculum can be a written or unwritten document that encompasses all taught in schools [7,8]. The curriculum should be an organized, structured process that might include social behaviors and content and thinking skills.…”

Section: Introductionmentioning

confidence: 99%

“…This is a course of study that will enable the learner to acquire specific knowledge and skills. The curriculum consists of the "roadmap" or "guideline" of any given discipline that outlines the philosophy of teaching [7]. It is a combination of instructional practices, learning experiences, and students' performance assessments designed to help students learn and evaluate if the learning outcomes have been achieved [9,10].…”

Section: Introductionmentioning

confidence: 99%

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High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

Oppong-Gyebi¹,

Atta²,

Amo-Asante³

et al. 2023

Education Research International

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How do mathematics teachers view about the curriculum can affect their role in classroom activities. In this context, this study examined teachers’ perceptions of the math curriculum for senior high schools in Ghana and their interrelation with classroom practices. Quantitative data were collected from a random sample of 69 mathematics teachers across the senior high schools in the Ashanti Region of Ghana. The results of the data showed that the teachers have confidence toward the subject. However, they view math curriculum as a rigid and abstract with more theoretical practices rather than practical connection, which they think is nonrealistic and irrelevant in the current form. Most of the math teachers were not confident about linking the classroom activities to students’ real life. They do not have sufficient knowledge and experience in curriculum design. In this sense, the core mathematics curriculum for Ghanaian senior high schools is not realistic and relevant. Some curriculum recommendations have been suggested at the end of this paper.

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“…Preparing curricula requires two important foundations, which would serve as the basis toward the desired results: its philosophical basis and its political foundation. The former refers to essentialism (ShashidharBelbase, 2011;Ida Megawati & Darmyiati Zuchdy, 2020). Schools believe that education is basically scientific education, which should constitute a concern of every generation since societies only develop via science(OECD, 2013).…”

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confidence: 99%

Yamin’s sociocultural and mythical creation of colonized Indonesia by the Dutch for 350 years

Lubis

Hasudungan²

2022

Malala

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This research aims to assess Muhammad Yamin’s sociocultural aspects in the process of developing the 350-year Dutch colonization of Indonesia myth. Descriptive qualitative research and Kuntowijoyo’s socio-cultural approach were used. A bibliographic search, document analysis, and data from the 1957 first national history congress, and M. Yamin’s profiles and academic manuscripts were used. Our results show that the myth of the 350-year Dutch colonization of Indonesia was deliberately created in 1936 to weaken the fighting spirit and unity of the Indonesian people. Then, M. Yamin adopted the myth to foster a fighting spirit of nationalism, patriotism, and unity in the Indonesian people during the colonial period. Critical historians eventually began to challenge Yamin’s version of philosophy of history. Moreover, G.J. Resink, in 1968, studied the myth of the 350-year Dutch colonization of Indonesia, successfully dispelling it. Finally, Indonesia accepted Resink and other researchers’ findings as a new historical fact in 2012.

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Philosophical foundations for curriculum decision: a reflective analysis

Cited by 8 publications

References 35 publications

TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

TVET Curriculum Mapping and Its Responsiveness to the Labour Market Demand the Case of the Building Construction Fields in Ethiopia

High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

Yamin’s sociocultural and mythical creation of colonized Indonesia by the Dutch for 350 years

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