Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/35169
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dc.contributor.authorPriestley, Marken_UK
dc.contributor.authorAngier, Corinneen_UK
dc.contributor.authorSchuler, Barbaraen_UK
dc.contributor.authorSmith, Josephen_UK
dc.date.accessioned2023-06-01T00:00:21Z-
dc.date.available2023-06-01T00:00:21Z-
dc.date.created2023-05-01en_UK
dc.date.issued2023-05-01en_UK
dc.identifier.urihttp://hdl.handle.net/1893/35169-
dc.description.abstractThis report identifies global trends in curriculum policy, drawing from analysis of curriculum frameworks from 64 jurisdictions – countries and states within federal countries. It does not provide a fully comprehensive picture of global curriculum policy, although we believe that it is broadly indicative of global trends. The research was constrained by the variation in information available in the public domain and in English from each jurisdiction. We also note that representations of national policy (e.g., on official websites) can quickly become out-of-date, due continually shifting policy patterns and changes to publicly available information. We are grateful to the UNESCO regional experts and international curriculum scholars who provided feedback on our draft, in some cases identifying areas where national policy had changed between our analysis of public documentation and the drafting of the report. It is clear that, given the frequent and rapid changes in curriculum policy, any approach to curriculum policy analysis based on static typologies can become obsolete. In this report, we thus suggest an alternative approach based on dynamic typologies which capture the direction of travel in curriculum policy, rather than trying to capture policy at a fixed point in time. We identify a number of common trends across the globe including: • Similar discourses and terminology between contexts. • A shared emphasis on education as a response to global and local challenges. • A belief that education is the means through which individuals become equipped to contribute to society. • The co-existence of multiple curriculum ideologies within the same policy, making it difficult to apply theoretical typologies to real-world policy. Key distinctions across the globe include: • Different understandings of shared concepts such as ‘competency curriculum’. • Different core values and ethical stances underpinning curricula. Empirical research is necessary to discern the complex relationship between curriculum policy and its enactment in any given setting.en_UK
dc.language.isoenen_UK
dc.publisherUNESCOen_UK
dc.relationPriestley M, Angier C, Schuler B & Smith J (2023) <i>Towards a typology of curriculum policy approaches</i>. UNESCO. Geneva.en_UK
dc.rightsAs far as we can ascertain there are no restrictions to prevent this work being made publicly available in this repository. If you are aware of any restrictions please contact us (repository.librarian@stir.ac.uk) and we will immediately remove the work from public view.en_UK
dc.rights.urihttps://storre.stir.ac.uk/STORREEndUserLicence.pdfen_UK
dc.titleTowards a typology of curriculum policy approachesen_UK
dc.typeConsultancy Reporten_UK
dc.contributor.sponsorUNESCOen_UK
dc.rights.embargodate2025-05-08en_UK
dc.type.statusAM - Accepted Manuscripten_UK
dc.contributor.funderUNESCO United Nations Educational, Scientific and Cultural Organizationen_UK
dc.author.emailm.r.priestley@stir.ac.uken_UK
dc.publisher.addressGenevaen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationEducationen_UK
dc.contributor.affiliationSocial Worken_UK
dc.contributor.affiliationEducationen_UK
dc.identifier.wtid1902325en_UK
dc.contributor.orcid0000-0001-8276-7771en_UK
dc.contributor.orcid0000-0002-4643-8388en_UK
dc.date.accepted2023-05-08en_UK
dcterms.dateAccepted2023-05-08en_UK
dc.date.filedepositdate2023-05-08en_UK
dc.relation.funderprojectApproaches to Curriculum Makingen_UK
dc.relation.funderrefnaen_UK
rioxxterms.apcnot requireden_UK
rioxxterms.typeConsultancy Reporten_UK
rioxxterms.versionAMen_UK
local.rioxx.authorPriestley, Mark|0000-0001-8276-7771en_UK
local.rioxx.authorAngier, Corinne|en_UK
local.rioxx.authorSchuler, Barbara|en_UK
local.rioxx.authorSmith, Joseph|0000-0002-4643-8388en_UK
local.rioxx.projectna|United Nations Educational, Scientific and Cultural Organization|http://dx.doi.org/10.13039/100005243en_UK
local.rioxx.freetoreaddate2025-05-08en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||2025-05-08en_UK
local.rioxx.licencehttps://storre.stir.ac.uk/STORREEndUserLicence.pdf|2025-05-08|en_UK
local.rioxx.filenameCurriculum Typology_final.pdfen_UK
local.rioxx.filecount1en_UK
Appears in Collections:Faculty of Social Sciences Reports and Discussion Papers

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