DH F11 Through curriculum change

Changes through curriculum change

New content can be introduced through national curriculum revision procedures. The benefits of this approach include long-term impact, wide reach, and the provision of funding and organisational support. However, the main challenges are the practical and political difficulties of implementing change due to local circumstances and the need for stability in the curriculum and education system. Such changes often lack flexibility since they are centralised solutions.

A curriculum update can depend on various factors, such as market needs, EU priorities, or political goals. For instance, the curriculum may be updated to reflect the changing needs of the labour market, to comply with new EU regulations, or to reflect the priorities of a new government.

Different EU countries have varying approaches and strategies for updating their curricula, depending on their political, administrative, and educational contexts. For example, Germany has a decentralised system where the curriculum is developed and implemented at the regional level, allowing for more flexibility and diversity. Hungary, in contrast, has a centralised system where the curriculum is determined and revised by the national government, ensuring greater coherence and consistency. Some countries, like the Netherlands, have a hybrid system where the national government sets the core objectives and standards, while schools and teachers have autonomy in designing and delivering the actual curriculum.

The process of curriculum change also varies in terms of the frequency, scope, and speed of the revisions, as well as the degree and mode of consultation and participation of different stakeholders. Some countries, like Greece, have a long and infrequent cycle of curriculum reform, while others, such as Hungary, have a shorter and more regular cycle of curriculum review and development. In certain countries, for example Poland, there is a top-down and politicised approach to curriculum change, while in others, like Germany, the approach is bottom-up and collaborative, involving associations, universities, and parents’ and pupils’ representative bodies. The challenges and opportunities of curriculum change depend on the balance and alignment of these different dimensions and factors.