Knowledge and education are considered among the major factors contributing to the reduction of poverty, sustainable development, and economic growth – and it is the curriculum that is increasingly viewed as foundational to educational reforms aimed at achieving high quality learning outcomes. The curriculum represents a conscious and systematic selection of knowledge, skills and values: a selection that shapes the way teaching, learning and assessment processes are organized. Curriculum is therefore, in the simplest terms, a description of what, why, how and when students should learn.
Our latest issue shares a series of guidelines and recommendations for designing, developing and assessing a quality curriculum. Our audience is worldwide, with actors at many levels of the education system and in very different national, economic, political, historical, social and cultural contexts. That being said, our primary intended reader group would include curriculum policy makers at various levels, and curriculum developers.
We invite colleagues in Member States to contextualize the generalities of this paper. Through a dedicated blog, a series of videos engaging educational and curriculum experts in discussing around the main features of a quality curriculum and a wall to interact and provide inputs to deepen the discussion on a quality curriculum, we invite you to explore the blog and engage with the first reflections papers of this series.
