Many countries have looked at schools as spaces that can impart requisite skills for future jobs through competency-based education (CBE). Yet, there is limited comparative research evidence showing countries' implementation progress. The research design adopted for this study is a meta-narrative. S…
Economic, social and environmental changes place high demands on teachers and teacher education. Consequently, teacher education is challenged to design curricula that respond to and anticipate changes. Curricula are value-driven and even though part of these values might be constant, the relative i…
The “System of Competency-Based Curriculum Design” (SCCD) framework was developed to meet the requirement for reform in competency-based education and overcome the limitations of Understanding by Design (UbD). This comprehensive framework, incorporating knowledge, skills, attitudes, and values, alig…
The hidden curriculum plays a significant role in shaping students' learning outcomes, which this study reconceptualises as dynamic processes rather than static products, viewed through a postmodern lens. Utilising a bibliometric analysis, this research explores the scholarly discourses on the hidde…
Societal trends such as increased accountability, teacher shortages, and flexibility in learning paths affect the work of teacher educators. This study explores the collective agency of Dutch geography teacher educators as they enact the subject pedagogy curriculum within this rapidly changing conte…
This study employs a descriptive correlational study design to examine the alignment of teaching facilities, staff qualifications and instructional practices with Ebonyi State, Nigeria's National Basic Science Education Curriculum. The study includes all 583 public and private secondary schools in t…
The Technical Vocational Education and Training (TVET) curriculum requires continuous renewal and constant involvement of stakeholders in the redesign process. Due to a lack of curriculum design expertise, TVET institutions in developing contexts encounter challenges maintaining and advancing the qu…
Research has shown that how principles and tools related to Assessment for Learning (AfL) are taken up by teachers can significantly impact how assessment initiatives are realised. However, questions remain about how teachers develop new resources for use in local contexts, and what these processes …
The rationale for the study is to enhance our understanding of how young people learn and engage with vocational subjects within the lower secondary years of compulsory education. The concept of pre-vocational education has recently emerged to describe the initial transitional phase of preparing you…
The Importance of Teaching: The Schools White Paper 2010, which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided…
Within the new framework set out in the final report of the Working Group on 14-19 Reform (2004), an Extended Project Qualification (EPQ) was proposed in England to foster the development of students' independent study skills. Widespread national provision of a fully accredited EPQ, as a stand-alone…
