Beyond the National Curriculum: Curricular Centralism and by Professor David Coulby, David Coulby

By Professor David Coulby, David Coulby

The nationwide Curriculum is due for assessment. this can be a imperative quarter of academic debate in England and Wales. more and more politicians and their entourages are searhing for speedy fixes from in another country to resolve what they see to be difficulties within the academic method of the united kingdom. Drawing on insights from different eu curricular platforms, this provocative publication will give a contribution, in a well timed method, to the talk on reformations of the nationwide Curriculum. the fashion is concise, with issues for dialogue and lists of additional examining. debate in England and Wales. more and more politicians are trying to find speedy fixes from overseas to resolve what they see to be difficulties within the academic procedure. Drawing on insights from different eu curricular platforms, this quantity will give a contribution, in a well timed approach, to the talk at the reformations of the nationwide Curriculum. the fashion is brief and concise, with issues for dialogue and lists of additional examining. _

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It is England and Wales that provide this locus classicus for the process of curricular centralization. The next chapter examines the nature of the populations of the states of Europe and the ways in which their diversity runs counter to curricular homogenization. Discussion Questions 1. 2. 3. 4. In democratic societies, who should be responsible for the determination of the school and university curriculum? Are there any overarching principles on which this determination could objectively be made?

Through initiatives concerning the opening of access, part-time degree study and modularization, they were also influencing curricula in the polytechnics (now universities) which were then in their control. These initiatives were apparently supported by the urban electorate which, partly as a result of central government unpopularity, continued to support Labour at the local level. The 1988 Education 23 Beyond the National Curriculum Reform Act attacked the very centre of Labour control over education and the curriculum.

In 1983 the Conservative government sent out draft guidelines for the content of the university and college courses which were responsible for training and educating future teachers. These led to the first centralization of university courses in the United Kingdom (Circular 3/84). This apparently small political change had immense implications: first, it established the precedent of central curricular control from Whitehall; second, it carried the widely publicized implication that the teaching profession was in a mess and that teachers were not properly equipped for their task.

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