This book offers a detailed analysis and assessment of the state of education round the world. The argument is made that education and curriculum practices are deficient for two reasons. The first is the adoption by governments, policy-makers and practitioners of a set of knowledge practices that can be broadly characterised as empiricist and technicist, and which has come to dominate how curricula are constructed and certainly how education systems and their work can be described. The second is the adoption of a model of curriculum that is both backward-looking and, in its own terms, confused and muddled. This book then sets out an alternative model, which is more cogent and better focused on human wellbeing.

Offers a new perspective on curriculum, learning and assessment matters Proposes an alternative curriculum framework that acts as a corrective to the flawed models of curriculum currently in use in the world Develops a model of curriculum that has the potential to improve the life-chances of children within our systems of education

Autorentext

David Scott is Professor of Curriculum, Pedagogy and Assessment at the Institute of Education, University College London, UK.

Inhalt

Preface.- Acknowledgements.- 1. Introduction: Curriculum, Learning and Assessment.- 2. Curriculum Frameworks.- 3. Theories of Learning.- 4. Knowledge and the Curriculum.- 5. Learning Environments and Transitions.- 6. Accountability.- 7. Globalisation Mechanisms .- 8. International Comparisons.- 9. A New Model of Curriculum.- Notes.- References.- Author Index.- Subject Index.