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Training Tools for Curriculum Development. A Resource Pack
Core Modules



Activity 1: Change to improve quality

  1. Change to improve quality

  2. International trends in curriculum change

  3. Curriculum as process and product


This activity should help participants consider current local and international understandings of quality in education, investigate the challenges posed in each particular context and the possible means of addressing them.

Task 1 - Group brainstorming
Identify major factors that affect the quality of education in your country. Make a wall chart listing factors.

Task 2 - Small group discussion
Identify 3 ways in which the present curriculum is helping and 3 ways in which it is not helping to reach quality education.

Task 3 - Plenary presentation
Groups present their results and a general list of helpful/unhelpful features of curriculum is produced.

PRODUCT 1: List of +/- curriculum features.

Task 4 - Individual reading

  1. Read the document “The five challenges to the quality of education in Europe”.
  2. In one short sentence, describe the nature of each of the five challenges to quality education identified by the European Commission for this region:
    • The knowledge challenge.
    • The decentralisation challenge.
    • The resource challenge.
    • The social inclusion challenge.
    • The data and comparability challenge.
  3. To what extent are these challenges relevant to your situation/region?
  4. List up to five curriculum-related challenges that are relevant to your context.
  5. List the challenges that you have identified and possible stakeholders that could be invited to discuss each of them.

Task 5 - Group discussion
Present an oral report to all participants, 5 minutes per group. Identify common challenges, approaches/solutions and possible avenues for cooperation that may provide ways forward.

Task 6 - Individual reading
Read the document “The 10 dimensions of quality in education” and consider the following questions:

  • Why has the quality of education become a more significant issue?
  • What is meant by the term “Rights-based education”?
  • What are the five key dimensions of quality education at the learner level?
  • What are the five key dimensions of quality education at the system level?
  • What do you identify as the most significant challenge of the rights perspective for curriculum change?

Task 7 - Individual reading

  1. Read the document “UNESCO’s conceptualisation of quality: a framework for understanding, monitoring and improving education quality”. In each of the following dimensions, identify the key factors which may impact on the quality of education:
    • Learner characteristics
    • Context
    • Enabling inputs
    • Teaching and learning
    • Outcomes
  2. In your situation, could the UNESCO quality framework be used as a tool for improving the quality of education? Why?

Task 8 - Small group activity
Using the information which you have examined, with a partner or in a small group, develop a short bullet point list which encompasses what you consider to be the central elements of quality education for your country. Each bullet point should have a title and a short paragraph explaining why you consider it to be a central element.

PRODUCT 2: List of central elements for quality education
in a particular context.

Task 9 - Plenary discussion
Share your list with the wider group. Identify common features and differences. Try to reach a consensus on the central elements for quality education in your country/region.