Examination of the core curriculum from the perspective of reference framework of competences for democratic culture: Northern Cyprus case

Abstract

ABSTRACT This study, conducted within the interpretive paradigm, aimed to understand how democratic education is constructed around the theme of ‘responsible and active citizen’ in the national core curriculum in Northern Cyprus. An in-depth document analysis was conducted, to examine the extent to which the learning outcomes across the curriculum are aligned with the competence descriptors in the Council of Europe’s Reference Framework of Competences for Democratic Culture (RFCDC). This framework was used as a guide and a tool to obtain a European and global perspective. The findings revealed that there is alignment, to a certain degree, between the learning outcomes and the RFCDC competences. This confirms that some of the major concepts of democratic education are incorporated in the core curriculum. The findings also indicated that in this curriculum, democratic education focuses on knowledge and engagement at a basic level. In doing so, it undermines the experiential side of citizenship learning, and active participation in democratic life. The study also sheds light on the use and nature of the RFCDC.