The diagnosis and analysis section below raises some key questions in each of the stages of the curriculum development and implementation process to support a structured discussion of the major issues regarding curricula and its effect on education quality. Monitoring and evaluation of the implementation of the curricula and its responsiveness to new challenges and requirements is also a critical element which needs to be assessed. The paramount question can be addressed by assessing the alignment of the curriculum to national development goals, the effectiveness of curriculum policies as well as the development, design and planning of the curricula. knowledge, skills and attitudes that are underpinned by values) we require for the type of society we envision to build and the challenges people have to face now and in the future. The paramount question for this analytical Tool is whether or not the curriculum we have in place enables us to impart on our learners the kinds of competencies (i.e. decision shapers/makers curriculum specialists teacher trainers assessment specialists) to carry out a critical scanning of their curriculum "system" with a view to identifying the strong elements to be built upon, as well as the weaknesses/ shortcomings that hinder education quality. This Analytical Tool is intended to support national education authorities (i.
The process of implementation of the curricula and the related issues are dealt in a number of Analytical Tools which form the UNESCO General Education Quality Analysis/Diagnosis Framework (GEQAF) of which this Analytical Tool is just one. Curriculum is implemented by teachers, and depends moreover on the quality of teaching and learning strategies, learning materials and assessment. Through their guiding function for education agents and stakeholders, clear, inspired and motivational curriculum documents and materials play an important role in ensuring education quality. In addition, there are many new and emerging challenges to education and demand on curriculum, such as new Information and Communication Technologies (ICTs) intercultural understanding Sustainable Development Learning to Live Together (LTLT) HIV and AIDS Life skills Competency development for life. Curriculum is also increasingly called upon to support the learner’s personal development by contributing to enhancing their self-respect and confidence, motivation and aspirations. At the same time, curriculum contributes to the development of thinking skills and the acquisition of relevant knowledge that learners need to apply in the context of their studies, daily life and careers.
Good curriculum plays an important role in forging life-long learning competencies, as well as social attitudes and skills, such as tolerance and respect, constructive management of diversity, peaceful conflict management, promotion and respect of Human Rights, gender equality, justice and inclusiveness. knowledge, skills and attitudes that are underpinned by values) that learners should acquire through organised learning experiences both in formal and non-formal settings (See: Different meanings of curricula). UNESCO encourages innovative approaches and enhances non-formal education programmes through media, networking and partnerships.Ĭlimate action is one of the key thematic priority of ESD for 2030, the Education for Sustainable Development’s global framework for the next 10 years.Curriculum is a systematic and intended packaging of competencies (i.e. Through its Education for Sustainable Development programme, UNESCO has been working to make education a more central and visible part of the international response to climate change.Īcting as a global advocate and aiming to strengthen capacities of governments to provide quality Climate Change Education (CCE), UNESCO produces and shares knowledge, provides policy guidance and technical support to its Member States and implements projects on the ground. The UN Framework Convention on Climate Change, the Paris Agreement and the associated Action for Climate Empowerment (ACE) agenda call on governments to educate, empower and engage all stakeholders and major groups on policies and actions relating to climate change. The international community recognizes the importance of education and training to address climate change. It helps people understand and address the impacts of the climate crisis, empowering them with the knowledge, skills, values and attitudes needed to act as agents of change. New Zealand's education system has three levels: early childhood education: from birth to school entry age. their learning at one level sets the foundation for the next steps along a chosen pathway. Education is crucial to promote climate action. Education in New Zealand is a student-centred pathway providing continuous learning progression and choice so that: students progress every year, and.
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