Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts

ISBN: 978-1-83867-738-1, eISBN: 978-1-83867-735-0

Publication date: 20 January 2021

This content is currently only available as a PDF

Citation

(2021), "", Priestley, M., Alvunger, D., Philippou, S. and Soini, T. (Ed.) Curriculum Making in Europe: Policy and Practice within and Across Diverse Contexts, Emerald Publishing Limited, Bingley, pp. 295-301. https://doi.org/10.1108/978-1-83867-735-020211014

Publisher

:

Emerald Publishing Limited

Copyright © 2021 Mark Priestley, Daniel Alvunger, Stavroula Philippou and Tiina Soini


INDEX

Index

Note: Page numbers followed by “n” indicate notes.

Academies
, 155

Academy's Institute of Pedagogy
, 102

Accountability
, 236–238

based on trust
, 289

need for coordination between
, 240–242

Agency of educational system
, 290

Alignment, need for coordination between
, 240–242

Assemblage
, 200, 274

Association of Teachers and Lecturers (ATL)
, 160

Australian national curriculum
, 31, 34

Autonomous curricular domains (DAC)
, 88, 94

Balanced regulation
, 290

Basic school
, 101n1

Cambridge Primary Review
, 159

Capacity building
, 257

Change management
, 261

Classroom

curriculum level
, 11

curriculum making
, 11

transactions
, 11

Classroom-based assessment (CBA)
, 203, 215

Cloning materials for subjects
, 161

Collaborative practice
, 201

Common cultural heritage
, 85

Communicative discourses as curriculum policy messages
, 228–229

Communist Party
, 101

Communist regime in Czechoslovakia
, 102

Communist Rule, fall of
, 103–104

Competence-based approach
, 87

Competency
, 40

‘Complex webs of enactment’
, 178

Contexts in curriculum criticism
, 30

Coordination Group
, 135–138, 252, 257

Coordinative discourses as curriculum policy messages
, 228–229

Core curriculum reform work
, 251

Cultural capital
, 154

Curricular

frameworks
, 115

reform
, 79

turn
, 277

Curricular Autonomy and Flexibility Project (PAFC)
, 78, 82, 92

PAFC-reform
, 282

reform plan main axes
, 82–86

reform put into practice
, 87–91

Curriculum
, 161 (see also National Curriculum (NC))

criticism
, 29

deregulation
, 128

development in England
, 151

frameworks
, 140

knowledge requirements
, 232

in motion
, 10

policy in Netherlands
, 129–132

regulation
, 127–128

renewal in Finland
, 250–253

research
, 6

scholarship
, 29

as social practice
, 4–8

studies
, 1

theory
, 227

work
, 1

Curriculum and Assessment Board (CAB)
, 189

Curriculum Committee of the Governing Board
, 33

Curriculum for Excellence (CfE)
, 34, 286

critique
, 184

programme
, 175, 180–181

Curriculum levels

dovetailing of
, 143–144

and products
, 10

Curriculum making
, 2–8, 53, 99, 273

approaches to defining levels
, 9–12

examples
, 3

levels, layers or sites
, 8–12

impact of new landscape on
, 159–163

processes, strategies and flows of
, 276–282

sites of activity
, 12–22

Curriculum Review Committee
, 63

Curriculum.nu
, 125, 131

approach and timeline
, 134–137

motives and aims
, 132–134

preliminary outcomes
, 138

Cyprus
, 54n1, 282

findings
, 60–61

locating curriculum making
, 55–58

modes of inquiry and theoretical perspectives
, 58–60

subject-area counsellor as hybrid expert-subject
, 61–65

subject-area counsellor as subject and object
, 65–68

Czech reform
, 113

Czech schools
, 106, 109

Czechia, curriculum making in
, 99–100

Datafication
, 44

of schooling
, 31

Democratization
, 79

Department for Education (DfE)
, 152

Digitalization
, 44

Discursive institutionalism
, 226–227

coordinative and communicative discourses in
, 228

Discursive power
, 60

District

authorities
, 283

curriculum making
, 253

school authorities
, 107n5

Dovetailing of curriculum levels
, 143–144

Economic reform
, 104

Economization of education policy
, 42

EdTech companies
, 31, 44–45, 281

Education Endowment Fund (EEF)
, 156–157

Education Reform Act
, 152

Education Research Institute
, 107n6

Education(al)
, 43 (see also Finnish National Agency for Education (FNAE))

change
, 253

educational/curricular policy
, 114

policies
, 81

policy
, 33

reform in Scotland
, 179

stakeholders
, 259–260

England

curriculum development in
, 151

epistemological fog
, 163–165

impact of new landscape on curriculum making
, 159–163

rearranging curriculum development landscape
, 154–159

recurring irony
, 166–167

English language teaching (ELT)
, 111

Epistemological fog
, 163–165

Equity
, 236–238

Equivalence
, 236–238

Europe

curriculum making
, 273

learning from curriculum making in
, 288–290

European Commission
, 38

European Council
, 223

European Union (EU)
, 106, 223, 275

Europeanization of education
, 38

Evaluation message system
, 36–37

Finland

curriculum renewal in
, 250–253

empirical findings and lessons learned in Finnish curriculum reform
, 256–261

in global scene
, 247–250

shared sense-making as tool for transformative learning in curriculum making
, 253–256

Finnish curriculum reforms
, 250

empirical findings and lessons learned in
, 256–261

Finnish National Agency for Education (FNAE)
, 247 (see also Scottish Education)

officer from
, 257

officials
, 251–252

‘Finnish Parents’ League
, 252

Framework curriculum
, 128

Framework Educational Programmes
, 107

Free schools
, 155

Freedom of education
, 129

Future of Knowledge and Skills 2030 project
, 40

General Certificate of Secondary Education (GCSE)
, 165

GERM-inspired standards framework
, 130

Global Curriculum Speak
, 248

Global Educational Reform Movement
, 160

Globalization
, 42–43

of evaluation message system
, 39

Goodlad's model
, 10

Governing of schools
, 226, 231–236

Greek-Cypriot educational system
, 56, 60, 69

Green Paper (1999)
, 107

Healthy School movement
, 108

Hybrid teacher-subjects
, 285

ICEA Report
, 185–188

IDEAS network
, 19

Impact measure
, 156

Implementation gap
, 183

Individual narratives
, 100

Initial teacher education (ITE)
, 155, 161n5

Inspectorate of Education
, 131

Institute of Pedagogy
, 103

Institutional

curriculum level
, 10–12

legacy
, 101–103

Instructional curriculum level
, 10

Integral curriculum review in Netherlands

balancing curriculum regulation, space and support
, 139–144

curriculum policy in Netherlands
, 129–132

curriculum system web
, 127

curriculum.nu
, 132–138

input and output regulation
, 127

setting stage
, 125–128

International Council of Educational Advisers (ICEA)
, 176

International Large-Scale Assessments (ILSAs)
, 37, 40

Interpretive labour
, 100, 114, 116

Junior Cycle for Teachers (JCT)
, 207, 217–218

Junior Cycle Framework (JCF)
, 203

Junior Cycle Reform (JCR)
, 199, 202–204, 214, 278

in Ireland
, 182

Knowledge

economy discourse
, 43

sharing
, 261

‘Knowledge rich’ approach
, 166–167

Language
, 60

Lawrence Stenhouse in Schools Council
, 152

Learning Framework
, 40

Lgr 11 (curriculum reform)
, 231–232, 236–237, 240

Lisbon strategy
, 223

Lisbon Treaty of 2000
, 43

Literacy standards
, 130

Local pedagogical planning
, 237

Lower secondary education in Ireland

curriculum making
, 201–202

findings
, 206–216

implications for curriculum making
, 217–219

JCR
, 202–204

landscape
, 200

methodology
, 204–206

Macro-level curriculum making
, 16–18, 191

Management strategies
, 255

Marketization
, 277

Marxism
, 101

Material flow
, 201, 210–213

Mediators
, 62, 64

Meso actors
, 287

Meso curriculum making
, 18–19

Meso-level curriculum making
, 192

Meta-skills
, 190

Methodological globalism
, 35

Methodological nationalism
, 35

Micro-level curriculum making
, 20–21, 192–193

Middle ground and mobility importance
, 289–290

Ministry of Education
, 107, 135, 138

Ministry of Education and Culture (MoEC)
, 54–55

change of government and administration in
, 57

Multiple Academy Trust (MAT)
, 167

Municipal actors
, 233

Nano curriculum making
, 21–22

NAPLAN in Australia
, 37

Narrative
, 189

international actors meeting grey zone
, 104–106

on meso level
, 104

voluntary activity to universally binding law
, 106–110

National Agency for Education (NAE)
, 224–225, 237

National Council for Curriculum and Assessment (NCCA)
, 202

National Curriculum (NC)
, 152

data and potential global privatization of curricula
, 44–45

global and regional contexts
, 41–43

globalising message systems of schooling
, 36–41

making
, 29–36

National Educational Programme
, 108

National Improvement Framework (NIF)
, 186

National jurisdictions
, 248

National Large-Scale Assessments
, 37

National policy framing
, 176

National/global relations
, 36

Neoliberal globalization
, 30

Netherlands, curriculum policy in
, 129–132

Netherlands Institute for Curriculum Development
, 136

Network of Health Promoting Schools
, 106

New curricula
, 5, 108

New Education Act (2004)
, 107

Novice teachers
, 162

Numeracy standards
, 130

Office for Standards in Education or Ofsted
, 152–153

Official curriculum texts
, 1

Official ministry
, 71

Ofsted Inspection Framework
, 158

Online teaching
, 44–45

‘Open field curriculum’ approach
, 128

Open Society Fund (OSF)
, 106

Organisation for Economic Cooperation and Development (OECD)
, 38–40, 81, 176, 178, 223

Papanastasiou
, 43

Participatory curriculum making
, 288–289

Participatory reforms
, 250

Pedagogical content knowledge
, 32

Pedagogical Institute (PI)
, 54–55

Pedagogical Teams
, 90

Pedagogy
, 22, 30–31, 201

Performativity
, 166, 277

Personal Development
, 154

PISA
, 247

for Schools
, 39

test
, 34, 37–38

PISA shock in Japan (2003)
, 38

PIXL
, 157

Plans for learning
, 125

Policy
, 100

policy-making
, 187

sphere
, 228

transmission
, 181–185

Political reforms
, 80

Portugal

curriculum changes
, 79–82

curriculum reform in
, 77–78

main results of experimental period
, 91–93

methodological approach
, 86–87

PAFC reform plan main axes
, 82–86

PAFC reform put into practice
, 87–91

timeline of Portuguese policy phases
, 80

Portuguese educational system
, 77

Portuguese schools
, 88

Post-socialist curricular reform in Czechia
, 99

narrative on meso level
, 104–110

school principals and teachers
, 110–113

systemic level
, 101–104

PPI schools
, 88

Privatization of schooling
, 45

Professional space
, 140–141

Professional Standards for Scottish teachers
, 162

Programa Nacional de Promoção do Sucesso Escolar (PNPSE)
, 81

Programmatic curricula production
, 17

Programmatic curriculum level
, 11

Pupil Equity Funding (PEF)
, 186

Qualification and Curriculum Agency
, 154

Qualifications and Curriculum Development Agency
, 154

Race to the Top
, 43

Rámcové vzdělávací programy (RVP)
, 107

Regional Improvement Collaboratives (RICs)
, 176, 187, 282–283

Regioplan study
, 137

Regulated space
, 139

Republic of Cyprus
, 54

Resource distribution
, 236–238

Rhizoanalysis
, 205–206

SAPERE
, 158

School

district sites of activity
, 252

leaders
, 159

principals and teachers
, 110–113

school-based curriculum
, 20

school/health psychologists
, 105–106

schools/teachers
, 54

system
, 152

School curriculum
, 7, 112

in Portugal
, 79

‘School Matters’ research project
, 249

School-based curriculum development (SBCD)
, 107

Schooling
, 42

central interrelated message systems of
, 30–31

datafication
, 31

globalising message systems of
, 36–41

Schools Curriculum and Assessment Authority
, 154

Scotland's Regional Improvement Collaboratives
, 17

Scottish College for Educational Leadership
, 187

Scottish Education

CfE
, 180–181

curriculum making across system
, 190–193

curriculum reform in
, 175, 178

ICEA Report
, 185–188

policy transmission
, 181–185

‘refreshed’ CfE narrative
, 188–190

Scottish context
, 177–179

Scottish Government
, 179, 183

Scottish National Party (SNP)
, 179

Scottish National Standardized Assessments (SNSA)
, 37

Self-improving school system
, 155

Semiotic flow
, 201, 206–210

Shared sense-making as tool for transformative learning in curriculum making
, 253–256

Shock therapy
, 104

Silos
, 213

‘Site-specific’ approaches
, 126

‘Sitting-with-Nellie’ approach
, 163

Small School
, 111

Social Democrat rule (1998–2006)
, 107

Social Democrats
, 115

Social flow
, 201, 213–216

Social power
, 60

Social realist work
, 34

Socialist legacy and transformation processes
, 101–104

Societal curriculum level
, 10–11

Soviet model
, 102

State-based curriculum making
, 17–18

STEM education
, 113

‘Step by Step’ school restructuring model
, 106

Strategic compliance
, 184

Strategic curriculum mix
, 139–143

‘Students' profile’
, 87

Study of Social and Emotional Skills (SSES)
, 39

Subject, Learning and Assessment Review (SLARs)
, 212, 215–216

Subject-area counselors
, 57–60

as hybrid expert-subject
, 61–65

as subject and object
, 65–68

Superintendent in small-sized municipality
, 233

‘Support now, sell later’ strategy
, 44

Supporters
, 61–62, 64

Supra curriculum making
, 14–16

Supra level
, 126

discourses
, 179

Supra-space
, 201

Sweden
, 223–224

coordinative and communicative discourses as curriculum policy messages
, 228–229

methodological considerations
, 229–231

purpose and research questions
, 225–226

theoretical framework
, 226–231

transformations of transnational education policy discourses
, 239–242

transnational and national discourses
, 231–238

Swedish Association of Local Authorities and Regions (SALAR)
, 235

Swedish School Inspectorate
, 225

Swedish School System and Curriculum Reform of 2011
, 224–225

Systematic quality assurance
, 235

Systemic narratives
, 100

Systemic policy in education
, 278

Takayama's analysis
, 38

Teacher

action as curriculum makers
, 56

associations
, 106

collaboration
, 287

education
, 162

teacher-proof curricula
, 2

Teacher agency
, 140

importance of meso activity for
, 282–287

Teachers Toolkit, The
, 156

Teaching-learning process
, 89

Thatcher's 1988 Education Reform Act
, 42

Times Educational Supplement Scotland
, 186

TIMMS
, 113

Transnational education policy discourses, transformations of
, 239–242

Transversal competencies
, 248

UK parliament in London
, 179

Universal literacy
, 30

Velvet Revolution
, 103

Visegrad countries
, 106

Vygotsky's theory of proximal zones
, 103

Webs of power
, 65

White Paper (2001)
, 107

World Health Organization (WHO)
, 30, 105