Since the Great Debate on education was launched in 1976, the
need to bring greater coherence to the secondary curriculum has
been generally recognized but to be effective, a new curriculum
design must be implemented, and the process of planned educational
change must be understood. Regenerating the Curriculum traces the
social and political climate which led to a rejection of piecemeal
change, and examines the implications of school-based development
of the whole curriculum for national projects, for in-service
training, and for the management of change processes in the school.
It considers the need for new professional styles for head and
teacher, and the role of external change agencies, and looks at the
influence on the learning process of a unified curriculum based on
a selection from the culture. Finally, the political context of
curriculum change is studied at national, regional and local levels
along with the emergent concept of accountability and its
implication for authority structures in education.This book sets
out the possible patterns of change in schools, local authorities
and national policies, and suggests a number of strategies for
regenerating the curriculum in the climate of evaluation and
innovation that lies ahead.
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