13-15 March 2006 IBE UNESCO 1 Overview of the IBE education/curriculum programmes UNESCO Workshop – Khartoum March 2006

IBE UNESCO2 “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 “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 There are different roads leading to success – yet the “success” concept has to be explored more closely

13-15 March 2006IBE UNESCO3 “International trends” Education innovations/practices based on research outcomes Education innovations/practices based on research outcomes Practices that people value because they invest in them hope & high expectations Practices that people value because they invest in them hope & high expectations

13-15 March 2006IBE UNESCO4 IBE Programmes Policy dialogue Policy dialogue Capacity building (“community of practitioners”) Capacity building (“community of practitioners”) International Education Observatory International Education Observatory Technical assistance to member states (curriculum development) Technical assistance to member states (curriculum development) Curriculum and poverty alleviation Curriculum and poverty alleviation HIV/AIDS Education HIV/AIDS Education

13-15 March 2006IBE UNESCO5 Technical assistance to member states (curriculum development) Transition and post-conflict contexts (Kosovo, Bosnia and Herzegovina, Afghanistan, Algeria, Caucasus Region) 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) Countries that are in the course of improving their education systems (Gulf Region: ABEGS; Kuwait; Argentina: Campana project)

13-15 March 2006IBE UNESCO6 Transition & Post-conflict contexts Kosovo ( ) Development of a new Curriculum Framework for primary and secondary education Development of a new Curriculum Framework for primary and secondary education (RE) defining the criteria for a quality curriculum (RE) defining the criteria for a quality curriculum Definition of the ‘core curriculum’ in terms of both education inputs and learning outcomes Definition of the ‘core curriculum’ in terms of both education inputs and learning outcomes

13-15 March 2006IBE UNESCO7 Basic principles of the new curriculum Need for a comprehensive ‘education vision’ Need for a comprehensive ‘education vision’ ‘Common core’ and local curriculum ‘Common core’ and local curriculum Flexibility Flexibility Student-centred curriculum Student-centred curriculum Respect of pluralism and diversity Respect of pluralism and diversity Integration of new education dimensions Integration of new education dimensions Constructive approach of the identity issues Constructive approach of the identity issues A modern concept of learning (relevant, integrated and holistic) A modern concept of learning (relevant, integrated and holistic) Focus on competences to face today’s world challenges and possibilities Focus on competences to face today’s world challenges and possibilities

13-15 March 2006IBE UNESCO8 Bosnia and Herzegovina ( ) Modernisation and harmonisation of a diverse curriculum (13 Ministries of Education) 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 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 Quality processes and products: how to balance tradition and innovation

13-15 March 2006IBE UNESCO9 Caucasus Region (Armenia, Azerbaijan, Georgia): 2003 Teacher training and curriculum reform Teacher training and curriculum reform Pre-service teacher training and in- service teacher training Pre-service teacher training and in- service teacher training How can curriculum documents orient teachers? How can curriculum documents orient teachers?

13-15 March 2006IBE UNESCO10 Algeria (2003 – 2004) Revising the national Curriculum Framework in the light of a competencies-based approach 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 Textbook production and evaluation in line with the requirements of the Curriculum Framework and of the national legislation promoting quality education for all

13-15 March 2006IBE UNESCO11 GULF countries (ABEGS – GASERC projects) Yearly and weekly time allocation Yearly and weekly time allocation Curriculum integration Curriculum integration Usage of ‘electronic Tools’ in the context of capacity building for curriculum specialists Usage of ‘electronic Tools’ in the context of capacity building for curriculum specialists

13-15 March 2006IBE UNESCO12 Kuwait Secondary Education Reform Project Secondary Education Reform Project Changes of the education structure (from to 6+3+3) and curriculum improvement Changes of the education structure (from to 6+3+3) and curriculum improvement Teaching and learning strategies Teaching and learning strategies Improvement of the evaluation and certification system Improvement of the evaluation and certification system