activity should help participants identify a set of possible reasons
for promoting a change in educational policy at any level, as well
as to assess the degree of relevance and sensitivity of the chosen
rationales, including the points of view of other participants.
Task 1 - Group reading
Read the following extract. One spokesperson per group of 6 participants.
The participants will have their own printout in order to follow
Task 2 - Pair work
- Read the case study “The
case of the 2003 curriculum reform of higher education in Uruguay”.
Consider the possible rationales for curriculum change listed
Refer to the worksheet “Possible
rationales for curriculum reform” and:
- Which of these apply to the Uruguayan
- Which apply to your country/national situation?
- What other rationales are important in
your situation? (For example, rationales drawn from religious,
moral, cultural or human rights perspectives).
- read the list of possible rationales;
- write any additional rationales which
you have identified for your context on the blank cards;
- list the rationales in order of importance/relevance
that you think these play in on-going or proposed curriculum
changes in your country;
- list the rationales in order of sensitivity
for your context.
Task 3 - In a small group
- Report: Each pair explains to the group how they have listed
the rationales for their context.
- The group discusses an agreed list, trying to avoid excluding
items too early.
Task 4 - Plenary session, non-interactive
Panel show: Agreed lists are posted on a wall and the whole group
is invited to go through them in silence, taking notes.
Task 5 - Small group discussion
Each group revises the proposed agreed list of rationales.
PRODUCT 5: Revised group proposal of rationales.