THE SOCIAL DIMENSION OF THE EDUCATION REFORM IN PRE ...
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UNIVERSITY OF CRAIOVA
FACULTY OF SOCIAL SCIENCES
Doctoral School of Social Sciences and Humanities
Domain: SOCIOLOGY
DOCTORAL THESIS
- SUMMARY-
THE SOCIAL DIMENSION OF THE
EDUCATION REFORM IN PRE-
UNIVERSITY EDUCATION
Scientific leader,
Prof. Univ dr. Adrian Gorun PhD: George Ciocirlan
CONTENTS
INTRODUCTION………………………………………………………………………………6
CHAPTER I. CONCONTRACTS. EDUCATION REFORM, THE SOCIAL DIMENSION OF
THE EDUCATION REFORM, THE TEACHING EDUCATION SYSTEM
1.1.Conceptual clarifications………………………………………………………....................
.14
1.1.1.Curriculum…………………………………...………………………...…………………. 14
1.1.2.Curriculum reform……………………………………………………...…….....................21
1.1.3. Education and the educational process…………………………………………………... 23
1.2. The social dimension of the curriculum reform……………………………………………..25
1.3.Teaching translation………………………………………………………………………….27
CHAPTER II. HISTORICAL REFERENCE POINTS IN THE EVOLUTION OF CURRICULA
AND THE RELATED REFORMS IN ROMANIA. THE NEED FOR A CLEAN-UP REFORM
2.1.An incursion into the Romanian legislation on the evolution of its contents ………… ……28
2.1.1.Regulating content of the education in 1864-1918…………….………………………… .28
2.1.2. 1864 instruction law and establishment of the school framework……………………….. 29
2.1.3.The reforms of Spiru Haret………………………………………………………………...37
2.1.4. Content of education after the Great Union. ……………………………………………...55
2.1.5.Comunizarea Romanian education……………………………………………………….. 62
2.2. Curriculum reform in Romania of the last three decades (1990-2020)...…………………...77
2.2.1.Period 1990-1997…………………………………………………………………………..78
2.2.2.Period 1998-2000…………………………………………………………………………..80
2.2.3.Period 2001-2010…………………………………………………………………………..85
2.2.4.Period 2011 to date……………………………………. …………………...……………..87
2.3.The need for the curriculum reform and the social impact of its implementation………..… 92
2.3.1.From curriculum change to curriculum reform…………………………………………... 92
2.3.2. Modification of the curriculum of scientific disciplines at the forefront of the development
of curriculum reform…………………………………………………………………………….97
2.3.3.Effects of curriculum changes ………………………… ……………………………....... 99
CHAPTER III. ASPECTS PERIVIND MANAGEMENT OF EDUCATION REFORM IN PRE-
UNIVERSITY EDUCATION
3.1. Curriculum management, a dynamic process……………………………………………...104
3.2. Management and governance of the system ....................................................................... 105
3.3. Aspects relating to the management and governance of the system in their relation to the
curriculum....................................................................................................................................105
3.4.Harmonization of national and local needs and interests ..................................................... 107
3.5. Adapting the curriculum to the local context: Challenges and opportunities ……………..108
3.6. Development of school-centered curriculum........................................................................109
3.7. Role of supervision and inspection in the monitoring of the curriculum………………….110
3.8. Management of new curriculum products. Distance learning and digital books................. 113
3.9.Capacity building for curriculum implementation………………………………………….114
3.10. Models for the professional development of teachers ...................………………………118
3.11. Curriculum evaluation....................................................................................................... 123
3.12 Curriculum manager........................................................................................................... 125
3.13. Role of teacher in curriculum management 129
3.14. Curriculum test models …………………………………………………………………. 132
3.15. Design of the pilot study………………………………………………………………….135
3.16. Implications for local inspectorates in the management of curricula………………
3.17. The role of teachers in the management of the curriculum………………………………152
CHAPTER IV TRENDS IN THE CHANGE OF CURRICULA AT INTERNATIONAL LEVEL
TOWARD FURTHER REFORMS AND THEIR SOCIAL IMPACT
4.1. Curriculum, a changing process............................................................................................154
4.2. Role of education authorities in changing curricula ............................................................155
4.3. Arguments for promoting change .......... ………………………………………………….156
4.4. Aspects of the curriculum reforms in different countries………………………………….158
4.5. Main characteristics of curricula and curriculum reforms in countries with relevant education
systems …………………………………………………………………………………………160
4.5.1. The curriculum in Finland, a powerful tool for education. Curriculum reform in
Finland………………………………………………………………………………………….160
4.5.2. Trends in curriculum reform in the USA………………………………………………...170
4.5.3. The national curriculum in England……………………………………………………..187
4.5.4. National curriculum in France…………………………………………………………...190
4.5.5.The education system of
Japan……………………………………………………………………………………………194
4.5.6. Curriculum reform in
Canada…………………………………………………………………………………………..204
CHAPTER V THE EDUCATION AND SOCIAL REFORM OF PRE-UNIVERSITY
EDUCATION
5.1. Premises for the completion of the curriculum reform ……………………………………213
5.1.1. Curriculum Deideologization For the Commission……………………………………...213
5.1.2. Rationale for curriculum reform ……………………………………………………….. 215
5.1.3. Diagnosis of the current system and the requirements for a new curriculum reform……218
5.2.Curriculum products…………………………………… ………………………………….224
5.2.1. Main curriculum products ……………………………………………………………….225
5.2.2 Auxiliary curriculum products……………………………………………………………226
5.2.3. Curriculum products specific to teaching activity……………………………………….226
5.3. Relevance of teaching-learning-evaluation in curriculum reform…………………………227
5.4. The teleological dimension of the curriculum……………………………………………..229
5.5. Curriculum reform in line with general economic and social objectives………………….229
5.6.Sustainable school development: Promoting learning and well-being……………………..230
CHAPTER VI. SOCIOLOGICAL RESEARCH: COMPUTER-ASSISTED TRAINING IN
TEACHING AND LEARNING – METHOD THE ALTERNATIVE IN ROMANIA’S
PRIMARY EDUCATION AND THE SOCIAL CONSEQUENCE
6.1. Analysis of teachers’ responses……………………………………………………………238
6.2.Analysis of answers to questionnaire addressed to parents of primary school pupils……...284
CHAPTER VII. CASE STUDY: SOCIAL DIMENSION OF THE ONGOING REFORM…..340
CHAPTER VIII. A MODEL FOR CURRICULUM CHANGES ACCORDING TO SOCIAL
IMPACT
8.1. Factors influencing the changes in the curriculum………………………………………...356
8.2. Monitoring and support for the modification of the curriculum…………………………...357
8.3. Effects of curriculum modification on teaching and learning……………………………..357
8.4. Proposed model for preparing curriculum modifications taking into account social
impact…………………………………………………………………………………………..358
8.5. Changes made by the national curriculum…………………………………………………362
8.6. Assessment of the social impact of the curriculum reforms……………………………….362
8.7. New features of the curriculum reform of Romanian education………………… .......... ..364
8.8. Toward a curriculum reform with vision…………………………………………………..367
CONCLUSIONS……………………………………………………………………………….369
BIBLIOGRAPHY……………………………………………………………………………... 376
ANNEXS……………………………………………………………………………………….389
The conceptual landmarks of the thesis.
Introduction.
In the context of the knowledge society, education becomes the main driver of sustainable
development, development that can be achieved in direct dependence on the quality of human
resources. As a result of the rise in globalization, new requirements for education have emerged,
regardless of the way it is done: Formal, informal or non-formal. But the new context does not
by itself reduce disparities between national education systems, especially between national
education systems, performance and failures, as well as the effectiveness and efficiency of
national education policies. School at all levels – starting with the pre-school level, continuing
with primary, secondary (secondary, secondary, vocational) and higher levels – continues to be
the fundamental institution where initial training is achieved through cultural transmission and
social integration. The future of any nation depends to a large extent on the content of the
education process – understood as a basic school activity. Hence the need to reform these
contents, and it is essential that schools make them compatible with real life. Otherwise, the
entire education system is doomed to return.
Doctoral thesis the social dimensions of the curriculum reform in pre-university education aim to
investigate both the social background of the curriculum reform and its consequences, which are
addressed as changes in the social environment.
The hypothesis they start from is based on factual reality: Social orders regarding the content of
the education process under the curriculum reform, the curriculum reform itself, and the social
change.
In other words, the curriculum reforms carried out at certain times are not changes in themselves
or changes to the will of chance, but are the result of certain social orders, an expression of the
teleological function of school education. At the same time, changes in curricula lead to
multidimensional changes in both the school and social environment, with organization and
functioning of social fields at least in the medium term. There can even be a social absorption of
curriculum changes, absorption that causes changes in political, economic, moral, cultural, etc.
To capture the social dimension of curriculum reform in pre-university education, it is necessary
to explain the social mechanisms that set the drivers for reform in motion, the means of receiving
social orders at school level, the mechanisms for responding to these orders (assessed by the
changes in curricula), the social changes caused by the implementation of the curriculum reform.
I chose the theme "Social dimensions of the curriculum reform in pre-university education",
because of the importance of curricula and curriculum reform in an education system, their major
influence on the work of teaching staff and the extent of the social impact generated.
The work is structured in eight chapters and is trying to create a synoptic image of the reference
theme.
In Chapter I - Conceptualizations. The curriculum reform, the social dimension of the curriculum
reform, the teaching translation I have specified and defined some fundamental concepts that are
dealt with in the work, such as: The curriculum reform, the social dimension of the curriculum
reform and the teaching translation. I will insist more on this chapter because conceptual
clarifications are essential in following the logic of the whole sentence.
Making these concepts operational requires, however, defining concepts that support each basic
concept. For the definition of curriculum reform, curriculum, reform, change, school
environment, school environment, etc. are used as concepts for the social dimension of
curriculum reform, social factors, a vision of education, the mission of school, sociall
consequences, social change, etc., and for the translation of teaching plans, curricula, school
textbooks, scientific content, educational content, etc.
The deceleration of the curriculum reform concept requires first clarification on curricula and
reform.
Literature has recently increasingly used the term curriculum to designate the content of
educational activities. Romania is not an exception either, especially after it has made a series of
commitments aimed at EU integration. Originat in Latin (curriculum – race, run, curriculum), the
term has two meanings:
- the content of education, as defined above, means the content of education in a narrow sense;
- as a general point, the program of education activities in its entirety is defined with all the
components and interactions between these activities.
These differences in the approach to school curricula have also led to confusion, with some
specialists only defining it through components such as curricula, curricula and school textbooks,
others extending the approach to include the teleological coordination of the educational process,
teaching-learning-evaluation methods, the devices involved in teacher training and so on This is
the case of Vivianne de Landshere or L. D'Hainaut, the last considering that in the sphere of the
curriculum the following are included:
a) the specific objectives of a field (level of education, profile, school discipline/educational
activity);
(b) the formal or educational content necessary to achieve the objectives set;
(c) conditions for implementation (methods, means, activities, etc.), programming and
organization of training and education situations;
(d) evaluation of the results.
Therefore, as D'Hainaut points out, in the view of those who consider the version given in the
broad sense of the concept "when speaking of curriculum content, we must understand that this
is not a question of educational content but of skills, ways to act or know the student in general’.
In his turn, Alexandru Crisan defines the curriculum as the perspective of learning, a deidatory
program that puts the objectives to be achieved first, from which then derive what content is
suitable, by what ways, by what means, with what strength and under what conditions.
Seeing these extensions of the curriculum concept, there are two observations that I consider
important:
- more and more (on the model of some States), the term curriculum replaces the one of
Didactica, the replacement being a pretext for a systemic approach to the "education process" as
noted C. Cucos, here, our remark takes into account the etimology of the term ("race", "running")
and possibly highlights the inadequacy of the term, both for the content of the process and
especially for indication of the value circulated through the process, with the focus moving from
axiological substrate to the ways of promoting values, from the content itself to the relate.
Hence, the idea of focusing education on skills training, as if skills were lacking in their
ontological and axiological undercover: The values promoted, assimilated and phenomenalized;
the romanian education system (until the adoption of the term curriculum in its broad sense)
would not have promoted real curriculum reforms (even, referring to the meaning promoted and
accepted unreservedly, it would not have had a curriculum). This is an aberration, because the
entire legislation of our education proves a successive presence of the reforms of the contents of
the education process, the reforms of Spiu Haret, Constantin Angelescu, as well as those initiated
and accomplished during the development of the Romanian education, being edifying in
clarifying the problem.
I therefore believe that simply replacing the term "content of the education process" by
"curriculum", if not meaningless, is – in the weakest sense – justifiable. And, moreover,
superficial. Because it cannot be placed in parentheses the entire creation of Comenius –
regardless of the names of exegets, just as the Romanian teaching doctrine cannot be annulled –
supported by the work of some well-recognized personalities in Europe and not only – simply
because "we are Romanians" and therefore we would be predestined to an imanated inferiority.
On the issue of curricula, specifically in adopting the broad or narrow meaning, I believe that
specialists and practitioners must start to differentiate from the connotations of the concept at
distinct stages of time.
I would point out that we are using the term curriculum, more of the current need for
communication in the world of education, than of a need to the highlight process in addressing
the modernization of educational content.
This is how the notion of curriculum is explained in the Romanian teaching theory and practice,
first in the narrow sense, then – by some pedagogues – in the broad sense.
There are a number of conceptual derivatives that illustrate, on the one hand, a tendency to
include more and more sub-fields of the education process in the curriculum, but, on the other
hand, a dissipation of the concept through the extension of its scope, often causing
confusion. However, it is not possible to ignore these derivatives, "the meanings representing the
diverse, but also the expanding, dimensions of the content of educational and educational
activities, as well as the increasing diversification of the forms of carrying out these activities",
as stated by the authors Adrian Gorun, and Tiberiu Horatiu Gorun in the teaching process
Theoria.
One problem that still raises the need for clarification is that of analyzing the internal
mechanisms of education systems, their interactions with the international and domestic social
and school environment, their sub-systems and actors performing certain intraastical
functions. At the same time, the balance that ensures the functionality of each education system
over average periods of time is a dynamic balance, a dynamic which must have a constant aim:
Ensuring educational order and stability within a reasonable time frame.
The definition and approach of the reform term cannot be ignored by the ideas already enshrined
in the social and political sciences. I believe that the ideas promoted by Domenico Fisichella are
essential in identifying the concept so that, based on them, we can define the curriculum
reform. Thus, overall, reform and development are species of the changing genre, with the
phenomenon of change showing two areas of a system: Either a change in the system itself or an
intra-system change. The first one involves, as can be easily seen, a complete transformation,
whereas the second one is the partial conversion (of one or more components, one or more
factors within the assembly).
The reform can be defined as a fundamental, continuous, interfactorial, intercomponent,
innovative and slow change that allows intervention in the course of events to mitigate the
undesirable effects of transformative action.
The curriculum reform is a species of social reform, with the same dimensions, but has as a
distinct field the content of the education process ( curriculum in all its dimensions). It can be
defined as a set of fundamental, continuous, interfactorial, intercomponent, innovative and slow
changes introduced into the content of the education process, enabling decision-markers to
intervene in the course of events in order to mitigate the undesirable effects of transformative
action.
One concept whose definition is most useful in shaping a unified view of the subject under
investigation is the concept of education.
Education is, by definition, structure, functions and aims, a relationship between people, a social
relationship, by its very essence identifying at least two interlocutors: The educator and the
educated, "who are in a context and use a code to communicate".
In practice, as a relationship between people, education is carried out on the basis of social
controls, its results indicate the degree of fulfillment of those orders.
I believe that the definition provided by the Encyclopedia of philosophy and human sciences is
one that meets the essential requirements for a concise and enlightening definition: Education is
the process of training individual personality, through cultural integration and transmission, and
the term education can indicate either formative action or its outcome. This is the definition with
which we operate in the sentence, also bearing in mind that the ethical support of the educational
process lies in the relationship between interlocutors and that any unilateral conduct leads to
incomplete decelerations. Because, by its nature and content, education is a subdomain of
society, which interacts with all other subdomains, from political to legal, from moral to artistic,
from scientific to economic and so on
Particular attention is given in this chapter to the concept of the social dimension of the
curriculum reform, since the changes that it entails also affect the social environment, society as
a whole, the social dimension of the curriculum reform is based on the fact that education itself
has a social dimension, defined both by the elements synthesized in social controls and by the
responses to these orders, quantified in the degree of correspondence between goals, objectives,
educational aims and the educational ideal that society is proposing in a particular age/historical
stage of its development.
The dimensional meaning of the curriculum reform is, in this sentence, given by the fact that the
idea of size represents the way by which the changes (concomitant or successive) that the
curriculum changes bring about in the social context, as well as the new orders of the sociale
formulated to the curriculum translation ( as ferments for new curriculum changes).
In practical terms, the social dimension of the curriculum reform has, in an intuitive way, the
precise meaning of the assessment criterion, as a benchmark in assessing the fulfillment of pre-
established standards (the extent to which the changes made in educational content meet the
orders transmitted by real social life), as well as in assessing the social changes that curriculum
change is bringing. In other terms, the social dimension of the curriculum reform will provide
indications on:
what is the level of accommodation between the school curriculum and the controls of the social
environment,
what is the impact caused in the social environment by the changes in the structure, aims and
dimensions of the school curriculum.
Briefly, the social dimension of the curriculum reform expresses the level of compatibility
between the new content and the social options regarding the aims of education at some point.
The curriculum reform, due to past and consequences, has a social dimension. Within this
framework, social capital, understood as a system of informal rules that protect a set of values
shared by members of society/Community, as a result of the trust each has in these values, as
well as mutual trust between members of that society/Community, generates educational capital
(understood as norms and values that gravimen predominantly in the scientific, cultural and
behavioral spheres), which in turn causes changes in the level of social capital, naturally
increasing its value.
The social dimensions of the curriculum reform still point to other aspects of the average social
and school relationship:
build on the extent to which the curriculum reform leads to the achievement of sustainable
education, leading to an improvement in the human condition;
the extent to which changes in curricula contribute to sustainable social development, a
development in which human resources act as a key driver, acting both on their own condition
and on changing society.
From the projection of a reform to its implementation, it is a long way to go, and educational
transposition involves various institutions that interact with each other.
The expression ,, teaching translation” is introduced and explained in work, because it means the
shift from the knowledge learned to the knowledge taught. By comparing these two terms, by the
distance that separates them, we can be understand the specificity of the teaching process. If the
external teaching transposition refers to the changes between the program and the manual, the
internal teaching transposition refers to the teacher’s adaptation to the program and the manual at
the level of the class.
Teaching translation – understood as a process of crystallization and deepening of the curriculum
– concerns both the relationship between the content of education and the content of the sciences
and theories that have become apparent at a given time, and the social dimensions of education,
as highlighted by the vision of education, the mission of the school, the purpose and objectives of
education, the social aims of education. As the teaching translation is thoroughly analyzed by
putting it in conjunction with the curriculum reform, I also say that at school level the content
must be made understandable by restructuring, simplification and reorganization operations,
without weakening neither the social dimensions of the education nor the scientific consistency
of the curriculum.
The analysis of the teaching translation in conjunction with the curriculum reform harmonizes
the scientific consistency of the curriculum with the social dimensions of education.
In Chapter II – historical benchmarks in the evolution of curricula and curricula in Romania. In
the case of a curriculum reform, I presented a review of the Romanian legislation on pre-
university education, referring to the evolution of the content of education.
I referred to the common elements that can be found throughout the history of our education on
its contents, dominated by the link between these content and real life.
In this chapter we have made a reasoned analysis of the dimensions taken by the teachers of
Romanian education in terms of defining the educational ideal and the correspondence between
this ideal and the realities of the Romanian society subject to modernization, the correspondence
mediated by the contents of the education process.
The first organic law drawn up to regulate the Romanian education system after the January
1859 Union and the implementation of the Great Union as of January 1, 1918, coinciding with
the start and partial implementation of the modernization of the public education system in
Romania, is the starting point of our investigation. The state secretary was appointed under the
authority of Mr Alexandru Ioan Cuza and under the signature of the Minister of State Secretary
in the Justice, religious Affairs and public instruction Department N. Cretulescu, on 24
November 1864, the Law on training public has unitary character for the entire territory of the
new state, resulting after the unification of the principalities Romanian country and Moldova.
The regulations contained in the first organic law applied in the Romanian education contain
precise provisions regarding the organization and administration of the instruction under the
authority of the state to the teaching staff in the entire education system, the activity of the
students and pupils, the structuring of the levels of instruction, the sharing of responsibilities
regarding training - public and private, and so on
Due to the importance and influence of this law on Romanian education, I will insist on a few
points specified in the law:
Provisions relating to the content of the education process are either explicit – such as those
relating to "subjects" of study (subjects of education), curricula, manuals, organization of
examinations at all levels, etc., derived from the rules of organization and conduct of the
teaching – learning and evaluation process or from those relating to extracurricular activities. Of
course, as it is about the first law on instruction, there is no way to reform the curriculum (as I
said, the deadline enters us in the pedagogical language after 1990), But it can be said that the
law itself is part of the normative system elaborated and implemented for the reform of the entire
Romanian society in the middle of the 19th century It sets the mission of the Romanian school --
to educate in the spirit of common sense, to form “good Romanians” and “good housewives”, the
purpose and objectives of public and private instruction, the relations between school and
community, the rights and duties of the teaching staff, and so on
In Chapter III - aspects relating to the management of curriculum reform in pre-university
education, I highlighted the role of curriculum management in improving and effectively
implementing curricula, providing a balanced, articulated and easily assessable curriculum that
provides a solid basis for achieving educational performance, in a changing and dynamic world.
We considered it necessary to examine possible models for managing curriculum development in
education systems and factors such as the location of curricula in specific contexts, the
management of school curricula, as well as decentralization processes, adapting them to local
specificities. We also looked at some opportunities and challenges involving the wide
participation of various stakeholders (local administration, civil society, parents and local
Community) in the curriculum design and implementation.
Curriculum management is the primary function of school leaders and to whom they must devote
a large part of the time.
Thus, I have paid attention to curriculum managers who have to play because it is about
improving curricula and the personal development of students. The leader must have the
organizational vision needed to guide the school in the future and a capacity to articulate this
vision. Therefore, the director should not be clear where he goes with school and have
knowledge and skills to ensure that the vision becomes a reality.
The quality of the headmaster-teacher relationship is the most important factor in determining
the leader's influence on the members of the group.
In Chapter IV - trends in changing the curriculum internationally toward further curricula
reforms and their social impact, we took stock of the need to change curricula and a detailed
overview of the achievements in the field of curricula in a few countries with a high-performance
education system.
Improving the quality and relevance of education is the common justification for changing
curricula. Better access to education can be achieved through the sound administration of
education; access to quality education depends to a large extent on the quality of curricula, and
the change of curricula is usually driven by the need or desire of nations to affirm their identity
or cultural heritage and to pursue their own socio-political and economic goals and aspirations,
as their curriculum models derive, on the one hand, from their traditions and, on the other, from
the possibilities of context (economic, human resources, etc.). I have expressed my conviction in
this chapter that what has been learned in the past can no longer prepare young people for future
life and that this requires improving the quality and relevance of the curriculum. In this chapter,
we also presented some models of curriculum reforms from countries such as the US, France, the
United Kingdom, Japan, Canada and Finland.
The relevance of a curriculum reform is determined by the context (global, national and local
circumstances in which the curriculum is developed) and meets the needs of pupils, teachers and
other stakeholders involved in the education process.
In Chapter V - curriculum reform in pre-university education and its social character, we dealt
with issues on the premises for completion of curriculum reform, the deideologization of
curricula, the foundation of curriculum reform, the diagnosis of the current system and the
requirements for a new curriculum reform, curriculum products, teaching, learning and learning
activities and assessment in curriculum reform, the teleological dimension of curricula and
sustainable school development to promote learning and well-being. The whole issue has been
addressed in the context of the analysis of the social consequences created.
In a curriculum reform, teacher teaching in the classroom is essential and is ultimately the crucial
step from which the success of a curriculum reform can be measured. The development of the
skills of teaching staff is essential in a reform situation and represents a significant investment in
the responsible human capital to carry out this operational reform.
In Chapter VI, Chapter VI – sociological research: Computer-assisted training in teaching and
learning - alternative method in primary education in Romania and social consequences, we have
conducted a series of large-scale surveys for the testing of the opinions of the teaching staff in
primary education in Romania, and of the appreciation of parents with children enrolled as pupils
in primary education, of the influence of computer use on primary school pupils and of the
ability to use computer-aided learning as one of innovative alternative methods in teaching and
learning. The study primarily provides information for decision-makers on the introduction of
tablets as curriculum support for elvies from the primary cycle in Romania, as well as the social
consequences of the ecstal approach.
Through the objectives of the research we pursued: Investigation of the motivation, attitude and
behavior of pupils in primary school for computer use as an important means of spending leisure
time and training time, calculation of the time spent in front of computer, on average, in one day,
investigating the effects of computer-based spending on personal development.knowledge of
parents' involvement in supporting/overseeing children in internet and computer use, highlight
the appreciation of primary school teachers on computer use as a possible viable alternative to
learning along with action to assess real-life classroom experiences, etc.
In Chapter VII - Chapter VII - case study: the social dimension of the curriculum reform, we
have conducted a survey among pre-university teachers on the social impact of designing and
implementing a curriculum reform. Research the aim of the work was primarily to highlight the
specific ways of interpreting and adapting curricula and the impact of its implementation of the
social environment.
Specific objectives of the research were: Analysis of the changes in the Romanian social
environment following the implementation of the curriculum reform; improvement of the quality
of the education process through the implementation of the new curriculum reform; identify how
school teachers interpret their role in developing and implementing curriculum reform, their
beliefs and expectations; identify and compare teachers' perceptions of the extent to which
certain factors influence the practices of curriculum design and application in the
classroom; knowledge of the correlation between the characteristics of schools and the dominant
aspects of curriculum development and implementation.
In Chapter VIII - a model for the modification of curricula according to social impact, i started
from the idea that to develop a model for the preparation of actual changes in the curriculum in
view of social impact a prior analysis of the possible effects of curriculum change on teaching
and learning, of the factors affecting changes in the curriculum, as well as monitoring and
support for new curriculum changes.
From the experience of other educational countries, but also from previous reforms in our
country, the effects of curricula have always been experienced by teachers and learners well
before new changes start.
A study was aimed at investigating the impact of curriculum change in teaching and learning
science in low-resource schools. Based on the results of this study, a model for planning new
changes to the curriculum has been proposed.
The proposed model indicates the information on the factors and elements that need to be taken
into account before and during the implementation of new changes in the curriculum in order to
influence teaching and learning in a positive way. It is important to take into account the socio-
economic environments of schools when there is a need to provide resources for schools.
The model also indicates what kind of resources should match the needs of new developments in
curricula.
The eight chapters of the thesis are followed by the main conclusions that have emerged from the
research carried out, both of a documentary nature and, above all, of an empirical nature.
Some main conclusions can be drawn from the analyzes presented in the work, as follows:
(1) any modification of the school curriculum should also involve changes in teaching and
learning methods to cope with newly introduced or transformed content.
(2) teachers should have sufficient knowledge of the subject required by changes in the
curriculum, in particular those who start implementing changes for the first time and should also
have adequate skills to implement the content for learners.
(3) changes in school curricula, in particular in scientific disciplines, should first implement
teaching and learning materials that go hand in hand with the changes made to facilitate
implementation.
(4) teachers should be well prepared to implement a newly introduced curriculum before being
allowed to implement it to pupils, so that they are well informed of the related knowledge that
needs to be taught to pupils.
Problems with curriculum implementation affect most countries around the world.
A detailed analysis of national education systems in Europe shows that each country is
developing its own original ways of meeting the challenges.
This paper presented the problems related to the curriculum reform and its impact on teaching,
learning and evaluation at school, as well as the social consequences that the reform produces in
a number of areas of society.
Experience from other countries has shown that the lack of involvement or modest involvement
of teachers in curriculum reforms has led to the lack of proper application of curriculum
changes. Based on these findings, further research is needed to determine the best practices
involved in the change and implementation of a curriculum.
Among the factors hindering the success of curriculum change, the focus of literature was mainly
on the lack of learning and teaching resources and on the disparities between schools in rural and
urban areas.
The curriculum reform in Romania intends to be designed out of the desire to meet the needs of
society, while respecting the principles: consistency with current developments and tends in
social, national and European standards in the field of education, with the decentralization of
curricula – that is, the shift from general education to individualized education with equal
opportunities, ensuring quality education.
In relation to the three studies carried out, conclusions can be drawn which can be used by
educational decision-makers as a precondition and a real justification of the need to develop a
long-term and sustainable curriculum reform.
The teaching staff's answers to the agreement to introduce computer-assisted training methods
instead of traditional teaching methods reached the highest and 43,31% respectively. It should be
noted that 51,95% of respondents consider that computer-assisted training will take the place of
traditional teaching methods. By correlating all the previous arrangements, it can be concluded
that teaching staff in primary education are waiting for new teaching methods, based on
computer-assisted training.
The impact of computer-assisted training as a new method in primary school education.
The majority responses to the specification of when computer-assisted training could be used as
an alternative method in education were in favor of the introduction of educational platforms
(teaching - computer-based learning): 56,05%.
The responses from all teachers concerned show that it is necessary and useful (even beneficial
by improving the performance of pupils and their influence on them) to introduce the new
method, provided that they provide facilities and logistics, and to ensure adequate training in
computer knowledge (and educational applications/software). for all primary education staff.
Parents trust 88% of them, 59% of whom say they trust very much, the teaching staff who teach
their child/children and the school regulations on computer use in school; this means that parents
consider school to be reliable for the training of children and the teacher is regarded as the most
important "actor" in the whole education system.
82% of parents is respondents consider that the correct use of the computer is a good and
beneficial learning method for the future of their child(s), i.e. parents are very high in percentage
for computer-aided training, which they consider to be a very good new method for increasing
the performance of their children in the act of learning.
The following conclusions can be drawn on the existence of good conditions for the introduction
of computer-aided training as a teaching and learning method in primary education: The social
impact of this change in curricula is on a large scale: family life is changing, children are
changing behavior, teachers replace traditional teaching methods, evaluation change their
reference points, education will enter a new path with major consequences for the future of
children.
The study on the curriculum reform and its social dimension highlighted some particularly
important aspects:
As for the educational ideal, 91% of respondents consider that it is the link between the
development of society and curriculum reform.
90,9% of respondents confirmed that the integration of curriculum reform in global societal
reforms is driving changes in key social areas.
With regard to increasing the quality of education by breaking down the congestion of school
curricula and their content, respondents gave a clear verdict: Over 90% consider school curricula
to be too heavy and negatively affecting the quality of school learning.
All respondents believe that the implementation of the new curriculum reform creates new
interactions between the school and social environments that would help underpin sustainable
social change.
The need for better and more efficient adoption of digital technologies in the new curry has been
confirmed by all respondents.
The dismantling of schools in rural areas was considered a big mistake.
Recommendations
1 Recommendations for action
(A) Education professionals and authorities should not be attracted to changes in curricula
before investigating the types of teaching and learning methods to be used and the
ways in which they are to be applied by both teachers and learnears.
Pilot studies should be applied to verify the effectiveness of the newly introduced
curriculum before being implemented across the country.
(B) It is important for planners and developers of learning programs to learn from the
mistakes or success of curriculum changes in previous disciplines. It shows that there
is limited knowledge and expertise from teachers in newly introduced curricula, that
resources are scarce and inadequate, and that not enough time is given for
implementation, which affects the effectiveness of new changes. It is advisable that
those who plan the curriculum learn from the success and mistakes made by previous
changes to the curriculum and from other countries.
(C) Curriculum support forums should be set up at school and county level.
The functional cohesion of curriculum support forums would help to reveal
information on how well new changes influence discipline teaching and
learning; what changes should be made to improve teaching and learning; the
resources to be provided for the positive effect of new changes to the curriculum and
evaluation plan to analyze the effectiveness of the pilot project. All of this could help
predict curriculum failures before and during implementation of curriculum changes.
It is therefore recommended that the development and reform of the proposed
curriculum be piloted before they are implemented, as proposed in the model for the
preparation of actual curriculum changes. It is also important to have forums for
functional support of curricula at school, local and county level. The provision of
scientific centers with well-equipped laboratories on each circuit will play a greater
role in effective teaching and learning in schools.
2 Recommendations for further studies
(1) It is necessary to carry out studies involving as many secondary schools as
possible in order to ascertain the full state of play of the effects of changes in
curricula in secondary education on teaching and learning throughout the country.
(2) Future research should further examine the effects of changes in secondary school
curricula of teaching and learning on a single specified subject, such a
Physis,Chemistry, Biology or Mathematics.
The results of this type of research could help program planners independantly correct the
effects on each discipline.
The involvement of local communities, professional associations, including
representatives of the teachers' trade unions and the business sector, is needed to share
practices supporting pupils' learning and the creation of appropriate learning
environments.
The introduction of the alternative method, i.e. the use of computer-aided training, is
beneficial for the development of pupils' performance and has a positive impact on the
personal development of educable people.
The implementation of the computer-aided training medtey requires the prior training of
primary school teachers for increasing digital skills and using computer-based teaching
applications.
The equipment and logistics needed to implement the alternative method must also be
made available in all pre-university education establishments in Romania (urban as well
as rural as remote schools).
It is becoming imperative to use educational platforms for teaching/learning, using
computer to apply this alternative method.
Real involvement of the relevant ministries is needed to provide support for the good
training and specialization of teachers, to involve parents in the need to implement the
new method and to build parents' confidence, as well as to involve the stakeholders in
implementing this new method.
Social reasons are not the most important motivational factor in any country, but it is also
clear that there is a complex interaction between social factors and other basic societal
factors.
The implementation of a curriculum reform without taking into account the social
consequences it entails in various social areas, as anticipated by pilot experiments and
impact assessments, would be artificial reform without public and unsustainable support.
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The doctoral thesis ’’ The social dimensions of the curriculum reform in pre-university
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repressive for the specialized literature in the country and abroad, and by attaching annexs that
have become necessary to support the elements presented in the sentence.