Curriculum Reform as a Political Statement in Developing Contexts:
A Discursive and Non-affirmative Approach
DOI:
https://doi.org/10.14288/tci.v15i2.191089Abstract
While not an entire global phenomenon, competency-based curricula have gained relevance and presence, primarily as a policy promoted by the European Commission with the European context. Kosovo – a non EU-state – shifted its curriculum from content-based to competency-based in its latest 2011 curriculum reform. This article focused on the opportunities that Kosovo students have to master learning competencies considering coverage of this specific competency within the main Kosovo’s Curriculum Framework, mathematics teacher education programmes, and grade 6 and grade 10 mathematics syllabi. Relying on document analysis methodologically and discursive institutionalism and non-affirmative theory theoretically, the analysis and findings show that learning competencies are central in the Kosovo’s new curricula, defined as one of the six key competencies to be mastered by students over their pre-university education from grade 1 to 12. Regarding teacher education programmes, findings show that BA degree for mathematics still relies in strong disciplinary knowledge, while the MA degree has been updated to reflect the latest reform. Grades 6 and Grade 10 mathematics syllabi are fully in line with KCF. Strong coordinative and communicative discourses have been at play to create the conditions for the shift from content- to competency-based curricula, while competency-based approach in itself is both an affirmative process, since curricula and learning outcomes are clearly defined from a top-down approach, and non-affirmative enough to allow for opportunities for students to obtain an open and critical outlook for themselves and democratic society – now and in the future.References
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Uljens, M., & Ylimaki, R. (2015). Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership. Nordic Journal of Studies in Educational Policy, 2015(3), 30177.
Uljens, M., & Ylimaki, R. (Eds.). (2017). Bridging Educational Leadership, Curriculum Theory and Didaktik: Nonaffirmative Theory of Education. London: Springer.
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Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global education policy and international development: An introductory framework. In Verger, A., M. Novelli and H. K. Altinyelken (eds.). Global Education Policy and International Development: New Agendas, Issues and Policies. London: Continuum, 3-32.
Wahlström, N., & Sundberg, D. (2018). Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163-183.
Department of Education and Science (DES). (2001). The New Kosovo Curriculum Framework - Preschool, primary and secondary education - Discussion White Paper. Prishtina: DES.
Department of Mathematics. (n.d.). Programet e akredituara 2010 [2010 Accredited Programmes 2010]. https://fshmn.uni-pr.edu/getattachment/Dekanati/Akreditimi/Programet-e-departamenteve/2010-M-Programet-e-akredituara.pdf.aspx.
European Commission (EC). (2016). A New Skills Agenda for Europe. Retrieved from: http://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:52016DC0381&from=EN.
Faculty of Education. (2017). Katalogu i programeve [Catalogue of programmes]. Prishtina: University of Prishtina.
Gordon, J., Halasz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E. & Wisniewski, J. (2009) Key Competences in Europe: opening doors for lifelong learners across the school curriculum and teacher education. Warsaw.
London Institute of Education. (2005). The national curriculum in Kosova: A review of its first steps. Evaluation Report.
Ministry of Education, Science and Technology (MEST). (2018a). Kurrikulat lëndore / planet mësimore: klasa e gjashtë [Subject curricula/teaching plans: grade six]. Prishtina: MEST.
Ministry of Education, Science and Technology (MEST). (2018b). Kurrikulat lëndore / planet mësimore: klasa e dhjetë [Subject curricula/teaching plans: grade ten]. Prishtina: MEST.
Ministry of Education, Science and Technology (MEST). (2016). Kosovo Education Strategic Plan 2017-2021. Prishtina: MEST.
Ministry of Education, Science and Technology (MEST). (2011). Curriculum Framework for Pre-university Education in the Republic of Kosovo. Prishtina: MEST.
Ministry of Education, Science and Technology (MEST). (n.d.). Udhëzues për zbatimin e kurrikuës së re 2016-2021 [Guide for new curriculum implementation 2016-2021]. http://masht.rks-gov.net/uploads/2017/03/udherrefyes-per-zbatimin-e-kk-2016-2021-final.pdf.
Nordin, A., & Sundberg, D. (2018). Exploring curriculum change using discursive institutionalism–a conceptual framework. Journal of Curriculum Studies, 1-16.
OECD. (2018). The Future of Education and Skills: Education 2030. Retrieved from: http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
Official Journal of the European Union (OJEU). (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7.
Official Journal of the European Union (OJEU). (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC). http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF.
Opertti, R., Kang, H., & Magni, G. (2018). Comparative Analysis of the National Curriculum Frameworks of Five Countries: Brazil, Cambodia, Finland, Kenya and Peru (In-Progress Reflection No. 18). Current and Critical Issues in Curriculum, Learning and Assessment.
Pepper, D. (2011). Assessing key competences across the curriculum—and Europe. European Journal of Education, 46(3), 335-353.
Tahirsylaj, A., & Wahlström, N. (under review). Role of learning environments and policy contexts in realisation of dispositional learning outcomes: The cases of Sweden and Kosovo. The Curriculum Journal.
Schmidt, V. (2015). Discursive Institutionalism: Understanding Policy in Context. In Fischer, F., D. Torgerson, A. Durnová & M. Orsini (eds.). Handbook of Critical Policy Studies, Cheltenham: Edward Elgar Publishing. 171–189.
Schmidt, V. (2008). Discursive Institutionalism: The Explanatory Power of Ideas and Discourse. Annual Review of Political Science. 11. 303–326.
Scottish Executive. (2004). A Curriculum for Excellence, Edinburgh: Scottish Executive.
Steiner-Khamsi, G. (2004). The Global Politics of Educational Borrowing and Lending. New York: Teachers’ College Press.
The World Bank. (n.d.). The World Bank in Kosovo. http://www.worldbank.org/en/country/kosovo.
Uljens, M. (2015). Curriculum work as educational leadership–Paradoxes and theoretical foundations. Nordic Journal of Studies in Educational Policy, 2015(1), 27010.
Uljens, M., & Rajakaltio, H. (2017). National Curriculum Development as Educational Leadership: A Discursive and Non-affirmative Approach. In Michael Uljens and Rose Ylimaki (Eds.). Bridging Educational Leadership, Curriculum Theory and Didaktik: Nonaffirmative Theory of Education. London: Springer. 411-437.
Uljens, M., & Ylimaki, R. (2015). Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership. Nordic Journal of Studies in Educational Policy, 2015(3), 30177.
Uljens, M., & Ylimaki, R. (Eds.). (2017). Bridging Educational Leadership, Curriculum Theory and Didaktik: Nonaffirmative Theory of Education. London: Springer.
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2017). Education for Sustainable Development Goals. http://unesdoc.unesco.org/images/0024/002474/247444e.pdf.
Verger, A. (2014). Why Do Policy-Makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform. Current Issues in Comparative Education, 16(2), 14-29.
Verger, A., Novelli, M., & Altinyelken, H. K. (2012). Global education policy and international development: An introductory framework. In Verger, A., M. Novelli and H. K. Altinyelken (eds.). Global Education Policy and International Development: New Agendas, Issues and Policies. London: Continuum, 3-32.
Wahlström, N., & Sundberg, D. (2018). Discursive institutionalism: Towards a framework for analysing the relation between policy and curriculum. Journal of Education Policy, 33(1), 163-183.
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2018-11-16
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