COMMON CORE STANDARDS IN U.S AND THE NEEDS OF PUBLIC EDUCATION IN MACEDONIA

Abstract

This study identifies the challenges that the K-12 system of public education faces in Macedonia and explore several successful models that are active in US. These challenges are of different natures starting from the infrastructural issues, curriculum development and standards and unfortunately the strong political involvement of un-professional political elites in all stages of education. The study aims to focus on curriculum development by providing to Macedonia successful models that will create clear standards in teaching and assessment in the K-12 system in Macedonia. It is also expected that this set of criteria will indirectly minimize the political influence in the decision making since the standards are purely academic and performance-based. Common Core State Standards are a model that is considered successful in the US. It aims to unify the learning outcome in the whole country by setting clear educational objectives and mainly focuses in language arts and math. According to CCSS official website, this is a state-led effort launched in 2009 by state leaders, including governors and state commissioners of education from 48 states, two territories and the District of Columbia, through their membership in the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). On the other hand the K-12 curriculum in Macedonia is organized in yearly programs. Each of these programs seems quite impressive on paper since three levels of plans are included: the yearly/global plan, the thematic plan and thematic-procedural plan. For each academic year the program states the specific skills and vocabulary/mathematical element that should be conveyed in a particular year. However there are issues such: the Majority of the academic standards in Macedonia have not been revised nor updated in the last 12 years. Also, the content is often not relevant and it does not serve its educational purpose. Unfortunately the English language classes have no cohesion between the curriculum and the teaching materials. In regards to organization the curriculum/program does not have a consistent assessment plan and there is a lack of mentorship support. It is clear that Common Core State Standards are more complex to be fully replicated locally particularly when we consider the cultural context and the legal and infrastructural challenges but the aim for a progressive objectives. This paper aims to compare and contrast these US standards with the current K-12 educational system in Macedonia with the goal of recommending new norms and principles.