COMPETENCES AND EDUCATIONAL POLICY-MAKING CONCERNING NATIONAL CURRICULA FOR SCHOOLS

Authors

  • Urve Läänemets Estonian Academy of Music and Theatre

DOI:

https://doi.org/10.17770/ercs2018.2.3653

Keywords:

competences, educational reforms, educational policy-making, international comparative assessment, curriculum development, types of knowledge

Abstract

Competence-oriented approach for educational reforms, including national curriculum (NC) development, has been recommended both by the OECD and the European Commission  since the beginning of the 21st century. International assessment, especially PISA studies from 2003 onwards have also been using selected competences for comparing academic achievement of the 15-year- olds. The influence of the mentioned recommendations for NC development in Estonia has been analysed and the role of different types of knowledge has been highlighted.

Author Biography

  • Urve Läänemets, Estonian Academy of Music and Theatre
    URVE LÄÄNEMETS was born in Saaremaa, Estonia on 24.07.1947, graduated from Tartu University in 1970 (English philology) and 1979 (German philology),  a teacher of foreign languages, defended her  PhD in educational sciences in 1989. Author of several school textbooks, translator, teacher trainer, educational advisor, curriculum specialist, and currently  assistant professor at Estonian Academy of Music and Theatre. Member of several international associations (International Association for Advancement of Curriculum Studies, membership from 2001, European Early Childhood Education Research Association, 2006,The Delta Kappa Gamma Society International Estonian Organisation, 2008 European Association on Curriculum Studies, 2013)

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Published

2018-11-27

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