Foreign Curriculum Research Articles

Analysis Of the Application of Foreign Curriculum for Kindergarten Students

This study aims to assess the application of Pearson curriculum for kindergarten students. Because, instead of using K-2013, international schools in Indonesia have been applying foreign curriculum. The findings of this study revealed Indonesian international school kindergarten students achieved more in terms of acquiring a second language and have more cultural knowledge and understanding. This analysis can be used a source for another schools or teacher to evaluate the curriculum applied in the school.

Gender Equality in the Foreign Language Textbooks of Indonesian Junior High Schools

The objectives of this research were (1) to find out the gender representation of men and women in the English curriculum documents; and (2) to find out the distribution of men and women in the foreign curriculum documents. The sample consisted of three most common books used in junior high schools representing grade VII, VIII and IX. The data on gender equality were analyzed through content analysis approach. The results of the research showed that: (1) the lexical representation of men compared to women in the textbook were higher than women lexical related issues; (2) the distributions of men were also much wider compared to the distribution of women. The word ‘he’ is used much more frequently that the used of word ‘she’ in different context of reading, writing, listening and speaking

PEDAGOGICAL PRINCIPLES OF USING CURRICULUM TESTED IN FOREIGN EXPERIENCES IN HIGHER EDUCATION

This article reveals the basics of pedagogical aspects of educational programs that meet world educational standards, which can be the basis for student’s independent thinking at the stage of higher education, which is one of the main links of the educational system. Today, in all stages of the education system, foreign curricula are used as a main and auxiliary tool, along with national programs and textbooks, for the formation and expansion of the minds of learners, in teaching and learning. is to reveal advanced pedagogical methods.

The Use of Azhari Curriculum in Arabic Language Learning at Islamic Boarding School

eLKISI Islamic Boarding School adapts the curriculum from Al-Azhar Cairo or what is called the Az-Azhar curriculum. The Al-Azhar curriculum is a foreign curriculum adapted in Indonesia through the Cakrawala Insan Azhari Foundation as an institution that bridges the eLKISI Islamic Center Islamic Boarding School in implementing this curriculum. The purpose of this study is to know and understand the preparation for learning Arabic with the Al-Azhar curriculum at the Islamic Center eLKISI Islamic Boarding School; in order to know and understand the implementation of learning Arabic with the Al-Azhar curriculum at the eLKISI Islamic Boarding School; as well as to know and understand the learning evaluation process with the Al-Azhar curriculum at the Islamic Center Islamic Boarding School eLKISI. This study uses a qualitative method. The research was conducted by means of interviews, observation and then analyzing the data. The results of the analysis will be carried out by reducing data, presenting data and drawing conclusions. From the data presented, the research entitled "Using the Azhari Curriculum in Arabic Language Learning at the Islamic Center eLKISI Islamic Boarding School" will discuss teacher preparation in preparing for Arabic learning by providing training to Arabic teachers and also guest lectures brought in from abroad. and professors of Arabic, in order to implement it for students so that it is easy to receive and understand lessons and can speak Arabic fluently. Then it will be evaluated by the teachers, in order to create better learning and results in the future.

Deconstruction as a Functional Tool in Decolonizing Nigerian Educational System: A Biblical Response.

The paper examines the role of deconstruction in the Nigerian educational system vis-à-vis its functionality to the growing needs and challenges be devilling the nation. Arguably, the content of the system has been commonly viewed sometimes as dysfunctional, tilted toward the needs of the colonial agenda. This phenomenon did only leave the endeavour handicapped but also totally reliant on foreign ideology; a system that estranged the people. The paper adopts hermeneutical, historical, and critical approaches to the phenomenon. From a biblical perspective, while searching for relevance, there has been the need to decolonize certain aspects which otherwise have alienated the people, with the aim of targeting functionality and acceptability among Africans. The need to contextualize a foreign curriculum that will bring about a total overhauling of the system to achieve a vibrant curriculum remains a necessity in order to service the needs of the people. As in the decolonisation exercise among biblical scholars, chances are that we can achieve a great feat in our nation’s education sector. It concludes by resounding that the present educational system is deconstructed with the aim of removing dysfunctional elements; with full integration of a rich indigenous knowledge base that serves the people’s uniqueness amidst conflicting curriculum, the government should be proud to introduce into the educational system a fresh idea that meets the needs as posited by biblical scholars.

Deconstruction as a Functional Tool in Decolonizing Nigerian Educational System: A Biblical Response

The paper examines the role of deconstruction in the Nigerian educational system vis-à-vis its functionality to the growing needs and challenges be devilling the nation. Arguably, the content of the system has been commonly viewed sometimes as dysfunctional, tilted toward the needs of the colonial agenda. This phenomenon did only leave the endeavour handicapped but also totally reliant on foreign ideology; a system that estranged the people. The paper adopts hermeneutical, historical, and critical approaches to the phenomenon. From a biblical perspective, while searching for relevance, there has been the need to decolonize certain aspects which otherwise have alienated the people, with the aim of targeting functionality and acceptability among Africans. The need to contextualize a foreign curriculum that will bring about a total overhauling of the system to achieve a vibrant curriculum remains a necessity in order to service the needs of the people. As in the decolonisation exercise among biblical scholars, chances are that we can achieve a great feat in our nation’s education sector. It concludes by resounding that the present educational system is deconstructed with the aim of removing dysfunctional elements; with full integration of a rich indigenous knowledge base that serves the people’s uniqueness amidst conflicting curriculum, the government should be proud to introduce into the educational system a fresh idea that meets the needs as posited by biblical scholars.

IMPROVING EFL NON-ENGLISH TEACHERS IN TEACHER TALK ABILITY THROUGH TEACHERS’ TRAINING AT SD TUNAS GLOBAL

Foreign curriculum in Indonesia schools become more in demand. The schools facilitate the teachers with the students’ book written in English. The teachers must be able to deliver the lesson into the correct English that is specifically made and used in the classroom. Not all the teachers know that English for teaching is different from daily English. Since SD Tunas Global combined the new curriculum from the Cambridge in the education year 2020-2021 with the goverment curriculum, the needs of using English inside and outside the classroom is a must. Phenomena which were often appeared from the observation were teachers often used mother-tongue language; Bahasa Indonesia and they tend to directly translate Bahasa Indonesia into English without knowing whether the language was proper English to use in teaching. Techer talk is the sentences and expressions that can be used both inside and outside classroom. The data were taken from the interview, observation and the result from the test. This research employed qualitative and quantative method. 

“Polish One’s Jade with Stones from Another Mountain”: Examining the Case of a New Zealand-Inspired Early Childhood Education Centre in China

This article reports on a case study that investigated the implementation of New Zealand early childhood education (ECE) beliefs in a kindergarten in China and its implications. The study used a process of document analysis and individual interviews with teachers and parents to collect data. The incorporation of “Western” education approaches is not a new phenomenon in China. This paper uses empirical findings to highlight new concerns regarding this ongoing practice. It analyses the tensions emerging when a foreign curriculum and pedagogy are imported into a local setting without consideration of social and cultural contextual factors. It further scrutinises how imported and global beliefs and practices are responsive to, and sustain, valuable local knowledge that has been embraced and enacted for generations.

Differences in Teaching and Student’s Achievements between Chinese and Foreign Curriculum

Differences in Teaching and Student’s Achievements between Chinese and Foreign Curriculum

Reflection on education equity in Vietnam: Teachers' and students' voices in an English tourism programme

Abstract In this article context, I recall my memories as a Vietnamese English for Tourism Purposes (ETP) programme teacher and a student who grappled with many inequities in the nationwide process of internationalization of higher education. The equity-related issues include the teacher's unpreparedness with the adoption of foreign curriculum, the teacher's lack of recognition of the local cultures, and the unfair treatment of the Vietnamese ETP interns in the workplace. I write this article in the role of a narrator, sharing my personal and professional experiences to give the status quo of ETP education in Vietnam and the various nuances that help unpack the realities of this situation. This reflective article intends to picture the inequities in Vietnamese higher education internationalization that both Vietnamese students and teachers encounter and to pave the road for further discussions to construct future scholarship and research.

Toward a postcolonial securities critique of higher education leadership: globalization as a recolonization in developing countries like the UAE

ABSTRACT This article examines the intersection of three concepts in education – cultural security, globalization and the postcolonial critique – are related in order to advance the application of cultural security studies in educational administration and leadership. The first section discusses constructivist security studies as they apply to socio-cultural and political aspects of educational values, identity formation and cultural norms in non-Western contexts can be viewed as securitized. The second section presents connections between security studies and globalized education by demonstrating how the latter can be defined as a cultural security problem. The next section shows similarities between cultural security and postcolonial critiques as they relate to foreign curriculum and pedagogy for educational leadership as a form of re-colonization that can undermine the integrity of other cultures, using the United Arab Emirates as an example. The final section discusses this critique in relation to an illustrative country, the United Arab Emirates. The conclusion discusses the implications for educational administration as a field of study, research and practice.

해외 교육과정의 유입과 국어교육의 대응 - IBDP 문학 수업이 던지는 화두를 중심으로 -

해외 교육과정의 유입과 국어교육의 대응 - IBDP 문학 수업이 던지는 화두를 중심으로 -

CHALLENGING ROLES OF THE TEACHER IN INDONESIAN MODERN MIDDLE SCHOOLS

Since year 2000, Indonesian ministry of education has allowed open curriculum system especially for adopting foreign curriculum system into national middle school system. As a result, there are demanding trends amongst parents and communities to reshape the role of teacher. The traditional instruction which emphasized the role of teacher as primarily source of knowledge is considered no longer effective to cope with latest trend of globalisation and internet technologies. For this reason, the article addressed the changing roles of modern teacher along with enhancing instructional activities. The article also examines the important trends that commonly ignored by the teachers such as: advance internet applications and characteristics of digital generation, and link them with variety of learning approaches.

CHALLENGING ROLES OF THE TEACHER IN INDONESIAN MODERN MIDDLE SCHOOLS

Since year 2000, Indonesian ministry of education has allowed open curriculum system especially for adopting foreign curriculum system into national middle school system. As a result, there are demanding trends amongst parents and communities to reshape the role of teacher. The traditional instruction which emphasized the role of teacher as primarily source of knowledge is considered no longer effective to cope with latest trend of globalisation and internet technologies. For this reason, the article addressed the changing roles of modern teacher along with enhancing instructional activities. The article also examines the important trends that commonly ignored by the teachers such as: advance internet applications and characteristics of digital generation, and link them with variety of learningapproaches.

What Would the Decolonisation of a Political Science Curriculum Entail? Lessons to be Learnt From the East African Experience at the Federal University of East Africa

ABSTRACTThe #FeesMustFall Movement in 2015 invoked old calls for free education, decolonization and Africanisation of the curriculum, which have deep roots in African political history. From the 1920s, Africans expressed utmost discomfort about the fact that their education systems had been relegated to the periphery and replaced by Western education systems. The school curriculum did not resonate with the reality on the ground and university colleges taught a foreign curriculum. At independence in the 1960s, African countries engaged in intense debates regarding the decolonisation and Africanisation of the curriculum at national universities. Against this backdrop, in this article, we look at Political Science as an academic discipline and extrapolate what it would entail to decolonise and Africanise its curriculum. Using the experiences at the Federal University of East Africa as a reference point, we conclude that the task is not insurmountable and propose a vanguard approach in making this happen.

Engaging Foreign Curriculum Experts in Curriculum Design: A Case Study of Primary School Curriculum Change in Lesotho

Involvement of foreign consultants in the Lesotho curriculum design has been in operation since the beginning of formal education around 1833 in the country to-date. The expectation was that, with time, Lesotho would produce enough quality curriculum specialists who would be entrusted with the task of curriculum design. However, the trained citizens continued to engage foreign consultants in curriculum design. This paper presents some of the reasons for continued engagement of foreign consultants in the Lesotho curriculum centre. The study is a case study in which a qualitative approach was used as the conceptual framework to interrogate the value of curriculum specialists mandated to design the Lesotho curriculum. Data used in this study were solicited from one-on-one interviews of curriculum specialists. The findings reveal one of the main reasons for engaging foreign consultants as lack of training for newly employed curriculum specialists while on the other hand, less qualified and inexperienced curriculum specialists are employed which led to a huge staff turnover due to unfavourable working conditions in the Lesotho curriculum development centre. This resulted in the lack of knowledge of curriculum design where curriculum specialists took too long to design a low quality curriculum.

Application of Selected Outcomes from PISA and PIAAC Researches to Czech Curriculum and Reading Education

This article deals with problematic fields which influence the level of reading strategies of fifteen to nineteen years old pupils (e.g. selected productive learning activities, work with diverse types of texts and information sources etc.). Moreover, the paper provides information about efficiency testing of pupils in selected reading strategies during entrance examination to high school and high school graduation exams. What is the connection between the trends in the Czech and foreign curriculum based upon the PISA and PIAAC outcome application? The aim of this paper is the reflection and analysis of key issues of the functional reading literacy, the methods employed were: content analysis of a selected part of the Czech curriculum, outcome comparison of international reading literacy researches PISA and PIAAC, reflection and analysis of approaches to test tasks for entrance examination to high school. This paper points out the complexity of curricular system, i.e. interdependence of primary, secondary and lifelong reading education.

애니메이션을 위한 모션드로잉 교육의 현황과 과제

본 연구는 대안적인 교육모형을 연구하는 과정으로 애니메이션의 전문성을 고려한 교수법을 적용하면 애니메이션 드로잉능력이 효율적으로 신장될 것이라는 관점으로 이어지기 위한 연구의 선행분석 과정이다. 애니메이션 분야는 대상의 움직임을 통해 스토리를 전달하는 영상예술이기 때문에 드로잉 관련 교육만 보더라도 전문성에 필요한 항목을 명확히 하고 체계적인 커리큘럼과 교수법을 적용할 필요성이 요구된다. 이에 본 연구는 애니메이션의 전문성이 고려된 모션드로잉의 범주화 내용에 해당되는 교육적 과제를 분석하고, 국,내외 커리큘럼과 교육내용을 분석하여 현재의 상황을 살펴봄과 동시에 교육모형 개발의 필요성을 점검해보고자 한다. 그에 대한 결과로 모션드로잉 영역에 있는 교과목의 교육모형을 계획하기 위한 근거로 한다. 이 과정은 ADDIE교육모형 개발의 분석단계에 해당되며 추후, 융합적 연구의 시도로써 뇌의 기능과 창작기제를 바탕으로 한 교육모형을 개발하고 적용하는 연구로 이어진다. This study is a process of studying an alternative educational model and a preceding analysis process of the study where a teaching method considering the expertise of animation is applied with a perspective of effectively increasing the animation drawing ability. The animation field which is the image contents is a visual art that delivers the story through the movement of the subject, and when looking only at the education related to the drawing, the items required for expertise should be clarified and the development of a systematic curriculum and teaching method is required. Therefore in this study, it aims to review the necessity of education model development by analyzing the educational contents and domestic and foreign curriculums that corresponds to the categorization of motion drawing considered with expertise of animation. As a result, it will be used as a basis for planning the educational model of a subject in the category of motion drawing. This process corresponds to the analysis phase of ADDIE educational model development and in the future, as an attempt for integrated studies, will lead to a study of developing and applying the educational model based on the functions of brain and creative mechanism.

Retour sur le champ du pouvoir économique en France

Trente-cinq ans après l’article de Bourdieu et Saint Martin sur « Le patronat », notre article se propose de revenir sur le champ du pouvoir économique en France à partir de 838 dirigeants des entreprises composant l’indice CAC 40 en 2009. Reprenant la méthode de l’analyse des correspondances multiples, notre étude met au jour une structure du champ qui oppose dirigeants issus de l’État et dirigeants étrangers, avec au centre les dirigeants français non passés par l’État. Plus que des types de capitalisme, notre analyse souligne la force des tropismes nationaux (titres et trajectoires liés à l’État français, passage par les grandes écoles), au moment où s’affirme l’effacement du capitalisme familial et une forte ouverture à l’international.

Curriculum Reform in Solomon Islands: A Shift from Eurocentrism to Solcentrism in Curriculum Making

This article focuses on school curriculum documents. It specifically investigates teachers’ perceptions of curriculum in the Solomon Islands context. Using a questionnaire as a means of gathering data, a sample of 35 teachers were asked to provide their perceptions about the curriculum documents for three subject areas, using criteria developed by Print (Curriculum development and design, Allen & Unwin, Sydney, 1993)—interest, authenticity, appropriateness, organization and balance, and technical quality. The analysis of the data suggests that the local curriculum documents for Social Studies have been received by teachers much more positively compared with the foreign curriculum documents in English and Mathematics. This implies that in both curriculum development work and the delivery of education, it may be preferable to contextualize the curriculum documents to suit the local context. The study has implications for curriculum development in other Pacific Island countries that were colonies of metropolitan powers and even in other small island developing states worldwide.