An Analysis of Curriculum Development (original) (raw)

The Curriculum Development Process: An Overview of the Educational System in Ecuador

2019

The conceptual framework of the study is based on a brief overview of the history of curriculum in the educational system in Ecuador over the years, and a general outline for providing guidelines and specifications in the curriculum development process. During the last century and until the present date, there have been several important curricular changes that have impacted the educational system, but none of these changes have occurred in primary level of education. It is also shown the lack of a standard curricular design for the teaching of English as a foreign language in Ecuadorian public schools. The study aims to understand the process of determining to what extent the educational objectives are being recognized by the curriculum and associated guidelines. Finally, this outline provides the necessary steps for the curriculum development process in a public school: selecting the model, establishing educational aims and needs, creating curriculum goals and objectives, organizi...

Implementing a Standards-Based English Curriculum: The Case of Public Secondary Schools in Medellin

Revista Folios, 2019

This case study explored Medellín’s secondary English teachers’ perspectives, practices, and experiences related to English curriculum design and implementation in public schools. Data were collected using a survey sent to all secondary schools’ English teachers, analysis of school curriculum documents, and focus group interviews at five purposefully selected schools. Data indicate that there is a gap between the teachers’ preconceived notions of curriculum as holistic and integrative, and the notion of curriculum implied in the curriculum development process they implement (a more technical one). This gap is also evident in the schools’ general curriculum documents (that state the institution’s educational, holistic goals), and the English syllabus, (that tend to focus on language structures or communicative functions). Data also revealed the many challenges teachers face when designing and implementing the curriculum, including lack of preparation on curriculum development, collaborative work among teachers, and time to develop the contents. In conclusion, English teachers in public secondary schools need more significant and sustainable support in the analysis of contexts, as well as in the adaptation of curriculum guidelines. Este estudio de caso exploró las ideas, prácticas y experiencias de los maestros de inglés de secundaria, de la ciudad de Medellín, en relación con el diseño y la implementación del currículo de inglés en las instituciones educativas públicas. Los datos se recolectaron a través de una encuesta enviada a los profesores de inglés de los colegios de secundaria, del análisis de los documentos curriculares de los colegios y grupos focales en cinco instituciones seleccionadas con propósitos específicos. Los datos indican que hay una brecha entre las nociones de currículo en las que creen los maestros, más integrales e integradoras, y la noción de currículo que está implícita en el proceso de desarrollo curricular que ellos implementan (una visión más técnica del currículo). Esta brecha también es evidente en los documentos curriculares de los colegios (que establecen los objetivos educativos) y los programas de curso de inglés (que tienden a enfocarse en estructuras lingüísticas y funciones comunicativas). Los datos también muestran que los maestros enfrentan muchos desafíos en el diseño e implementación del currículo, incluyendo la falta de preparación en desarrollo curricular, falta de trabajo colaborativo entre los maestros y falta de tiempo para desarrollar los contenidos. En conclusión, los maestros de inglés de las instituciones públicas de secundaria necesitan un apoyo más significativo y sostenible en el análisis de los contextos, así como para la adaptación de las pautas curriculares.

Organizing curriculum reform in secondary education: Clues from Latin America

Washington, DC: World Bank. Retrieved from …, 2004

Throughout the 1990s and into the present decade, Chile's educational system has undergone major changes. Coinciding with a transition to democracy process, after a prolonged authoritarian military regime, three successive governments and the country's economic and political ...

The Changing Context of Ecuadorian Basic Education: From Catholic School to Neo-liberal Reform

This article reconstructs the context of the Ecuadorian basic education system, starting from the country's independence until the policy developments of the 90's. It focuses on the Hispanic Educational system and the context of the 1996 Consensual Curricular Reform 1 . This analysis refers to a broader research based on following three research questions: First: 'how have the different curricular discourses in Ecuadorian history influenced the current curricular reform in Ecuador?' Second: 'to what extent are the current curricular discourses in Latin America part of global tendencies, determined by international institutions?' Third: 'how and to what extent the educational reforms and innovations in Ecuador have reached their goals?'

Desarrollo del currículo de inglés como lengua extranjera en el Ecuador

2018

Education in Ecuador has been changing in the last decade. For this reason, it is necessary to modify the national curriculum to accomplish the current educational needs. A bibliographic research was developed, in which was determined four pillar related to this relevant educational issue. Those elements were analyzed in a sequential and logical way: the social forces that impact curriculum, the educational forces that impact curriculum, the pedagogical proposal based on the communicative approach, and the evaluation instruments for curriculum design. Besides those aspects, the Common European Framework of reference and the current curriculum guidelines from the Ecuador’s Ministry of Education helped to study how effective could be the new curriculum. All this bibliographical research was analyzed to establish as conclusions that models that present a real alternative to the traditional model of education are a necessity. To give a philosophical, pedagogical and instructional leap ...

Curriculum Development and its Impact on EFL Education in Ecuador

Universidad Técnica de Machala - UTMACH, 2015

universidad técnica de machala 2015 I dedicate this work to my family. Without their patience, support, understanding, sacrifice, encouragement, and most of all love, the completion of this book would not have been possible. I also dedicate this book to all hard working and respected teachers who try to inspire their students day by day.

Voices of the Curriculum to the south of Latin America: The subject, the history and the politics 1

In this article, addressing the curriculum will imply to analyse and discuss the configuration of a subject, who has developed him or herself within a historical-political context, from a dominant culture reproducing itself through the official curriculum. Bearing in mind such framework, the text will commence with the trip of this subject through the Latin American continent, specifically in the history of the Chilean education. The aim is to understand the situated curriculum as a cultural field of power forces reproducing a subject with an "ideal" education, that has been invented by a dominant power since the conquest of America, the ideals of the Modern Nation State, and finally captured by the neoliberalism and commodification of the education.

Transformaciones de la educación comunitaria en los Andes ecuatorianos

Sophia, 2018

This paper recovers some of the results of the research developed by the author in the framework of his doctoral thesis. The article analyzes the impact that the educational changes promoted by the Government of Rafael Correa had on the dynamics of community-based indigenous education initiatives. The research was based on the contributions of Critical Pedagogy and Latin American Anthropology: from the first it took the concept of education as a cultural and political practice, while from the second it recovered the analytical perspective of the Theory of Cultural Control. Related to the methodology, the research analyzed an emblematic experience of indigenous education in the country: the Cotopaxi Indigenous School System (CISS), and data was collected through oral history and documentary analysis. The hypothesis that this paper seeks to argue is that the Government of Rafael Correa, in its commitment to regain the rectory of the education and modernize it, ended up subsuming all the scopes of decision of the educative task that were in the hands of the communities and the indigenous schools of the study area, and homogenizing their educational projects under de parameters of the Hispanic education. The paper is organized in three parts: the first one describes the trajectory of the indigenous schools from its birth until 2007. The second part makes an account of the educational policies that had more impact on the dynamics of schools. The last one analyzes the impact those policies had on the daily life of schools.