Local Curriculum Research Articles

Implementation of Moral Literacy in Improving the Religious Character of Early Children at Alkhairaat Kindergarten Labuha South Halamahera

Teaching religious values to children from an early age is important because education requires a series of interrelated steps that make children religious individuals. This study aims to describe the implementation of moral literacy in institutions with Islamic nuances of the local curriculum in Alkhairaat Labuha Kindergarten by looking at the daily habits of orderly and fluent dhuha prayers reading and memorizing short letters and short hadiths and remembrances that are made at the beginning of each learning activity. This research includes qualitative descriptive qualitative research. To collect data, researchers used interviews, observation and documentation. The results of the study show that the implementation of moral literacy in improving religious character in Alkhairaat Labuha Kindergarten by looking at literacy memorizing short letters is very good because it is directly practiced through Duha prayer, while memorizing short hadiths is not good because the role of parents at home is still not optimal repeating the memorization of the hadith, while in the remembrance activities the children are very good at memorizing the remembrance because this is the initial learning activity every day

A Study of Music Curriculum Design Strategies in the Context of Core Literacy——A Qualitative Study Based on Grounded Theory

At the basic education level in China, curriculum design and local curriculum research have become the focus of attention in recent years and have shown diversified developments.In 2017, the Chinese Ministry of Education released the Outline on Curriculum Reform at the Basic Education Level, suggesting that the core aspect of curriculum reform is curriculum implementation. However, the main way of curriculum content implementation is the design strategy of the curriculum. For curriculum designers, there is a need to study the components that make up the curriculum. This paper constructs a strategy model for music curriculum design through rooted theory by coding and analyzing data from 20 literature, 35 music teaching videos, and 15 music teacher interviews on music curriculum design strategy research. The study found that music curriculum design strategies at the basic education level are multidimensional and comprehensive in nature. The design principles embodied in the students' own music practice ability, the external environment of music teaching and the philosophical and theoretical system of music education constitute the overarching role in the curriculum design process, the theoretical system of music core literacy and the analysis of the educated's learning situation are the basis of the music curriculum design, and attention is paid to the students' subjectivity, practice and the diversity of the curriculum content in the design process.

Veterinary Curriculum Leaders: Motivators, Barriers, and Attributes.

Curriculum leaders (individuals with responsibility for an institution's veterinary curriculum) play a vital role in driving local curriculum priorities, development, and accreditation. This study aimed to describe the career paths of curriculum leaders, and identify what motivates them, the barriers they face, and the knowledge, skills, and attributes they perceive as essential for the role. Self-determination theory was used to identify tensions experienced within the role. An international online survey targeted at those identifying as curriculum leaders was completed by 45 participants. 91% of participants held a doctoral level qualification and/or clinical Boards; 82% had additional training in leadership; 38% had additional formal training in education. Motivators included a desire to make a difference, personal satisfaction with teaching and working with students, and social influences. Participants experienced barriers relating to self-development and achievement of their curriculum goals; participants described essential knowledge (of the profession, educational theory, and wider higher education context) and skills (leading teams, change management, and communication). Attributes considered important related both to self (open-minded, patient, resilient, able to see the big picture as well as detail) and relationships with others (approachable, listener, respectful and respected, supportive, credible). Tensions arose in participants' need for autonomy (experiencing barriers to achieving their goals), in their social relatedness (achieving curriculum goals while working with colleagues with conflicting priorities), and in perceptions of necessary competence (a need, but lack of opportunity, for advanced training in educational theory). The findings may help institutions more effectively support and train current and future curriculum leaders.

Exploring the views of Singapore junior doctors on medical curricula for the digital age: A case study.

This study aims to explore the perspectives of medical trainees on the impartation of digital competencies in Singapore's medical school curricula. It also considers how the medical school experience can be strengthened in order to bridge potential gaps in the integration of these competencies in the local curricula. Findings were drawn from individual interviews with 44 junior doctors from Singapore's public healthcare institutions including hospitals and national specialty centers. House officers and residents from different medical and surgical specialties were recruited using purposive sampling. Data was interpreted using qualitative thematic analysis. The doctors were in their first to tenth year of post-graduate training. Thirty of them graduated from the three local medical schools whereas 14 others were trained overseas. Overall, they felt insufficiently prepared to utilize digital technologies in view of their limited exposure to such technologies in medical school. Six key reasons were identified: lack of flexibility and dynamism within the curriculum, dated learning style, limited access to electronic health records, gradual uptake of digital technologies in the healthcare sector, lack of an ecosystem that promotes innovation, and lack of guidance from qualified and available mentors. Equipping medical students with skills relevant to the digital age would benefit from a concerted effort from multiple stakeholders: medical schools, medical educators and innovators, as well as the government. This study bears important implications for countries that seek to bridge the 'transformation gap' brought about by the digital age, which is defined as the sharp divergence between innovations that healthcare providers recognize as important but for which they feel insufficiently prepared.

지역교육과정 정체성 논의

Objectives The paper aims to discuss the possibility of ‘Local Curriculum,’ which is developed and officialized by local education offices, to exist with an identity as a curriculum.
 Methods For this, the curriculum cases of California State, USA and Berlin, Germany were reviewed, and three implications were drawn for the Korea’s local curriculum reform in future: Unifiying the national and local curriculum; aligning the national, local, and school curriculum identically by definition; the possibility of co-existence of national, local, and school curriculum as a curriculum in classrooms.
 Results Three results are suggested as follows. First, local curriculum should be renamed as municipal-provincial curriculum. Second, the focus of local curriculum should move from general curriculum to subject curriculum. Third, local curriculum should find its own role to support classroom based curriculum development along with the national and school curriculum.
 Conclusions It is concluded that the stablization of local curriculum developed and enacted in local places(i.e. local education offices, schools, and classrooms, etc.) is one of the keys to open up Korea’s educational future.

Planning for the Merdeka Belajar Curriculum at the Ar-Riyadh Palembang Islamic Boarding School

This study examines the curriculum planning set in the Ar-Riyadh Islamic boarding school environment. The purpose of this research was to find out the learning process, identify curriculum development plans, curriculum development processes, and find out the supporting and inhibiting factors in planning the Merdeka Belajar curriculum in the Ar-Riyadh Islamic boarding school environment. The research method used in this research is qualitative research and field research using interview, observation and documentation techniques. Based on the results of the study, it was found that the Ar-Riyadh Islamic boarding school used the local curriculum created by the mudir and planning in the development of the Islamic boarding school curriculum in the form of forming the character of students, increasing hard skills and soft skills, providing learning in accordance with the conditions and needs of students and increasing competence. teachers who influence career development.

The development of local curriculum for teaching Korat Songs in Thailand

The development of local curriculum for teaching Korat Songs in Thailand

Towards Transformative Sustainability Education Through Ecological Implications of Local Curriculum

The dominant schooling design of the schools in Nepal celebrates Western-Modern ideals of indoor schooling structure. The indoor design has continuously separated school education from the living world. Also, it has constrained pedagogical innovations for outdoor teaching and learning. It might be a reason that despite several trainings and capacity development programs for head teachers and teachers, many schools in Nepal have not been able to implement the local curriculum policy provision of the Nepal government. Against this background, evidenced through the lessons learned from a Participatory Action Research (PAR) project for contextualized teaching and learning in a rural-located school of Nepal, this study explores how the initiations for the local curriculum were sandwiched in the limited space of linearly designed indoor pedagogical structure of the school. From there, it argues the need to discover the ecological implications of the local curriculum. Following the transformative sustainability principles of authenticity, rationality, and ethical responsibility, the ecological implications suggest local curriculum practitioners to revisit indoor schooling design and make it flexible enough to embrace community life world as teaching and learning resources.

Ethnomathematics and Curriculum: Ethnography in Limbu Community

This study was carried out to see the indigenous practices and the hidden knowledge of mathematics in the ancients' artifacts in the Limbu community, Chuhandada, Tehrathum, Nepal. The entire research process of the study was guided by the Interpretivism paradigm followed by observation of documents and daily used artifacts which can be blended in local curriculum. Nepal is a multicultural, multilingual, multiethnic country with diverse flora and fauna. We have many artifacts and local mathematical practices in different communities. So, the purpose of this paper is to introduce the concept of Ethnomathematics and its relevance use in lively classroom activities. This paper seeks to provide a comprehensive concept of some of the current and recent scholarly literature concerning Ethnomathematics and the applicability of Ethnomathematics as a practical teaching approach, particularly for underrepresented students.

Ethnomathematics and Curriculum: An Ethnographic Study in Limbu Community

This study was carried out to see the indigenous practices and the hidden knowledge of mathematics in the ancientartifacts inthe Limbu community. This study aims to explore,how they internalize the phenomenon related to mathematics in their daily life. The entire research process of the study was guided by the Interpretivism paradigm followed by ethnographic design with the observation of documents and daily used artifacts which can be blended intothe local curriculum. Nepal is a multicultural, multilingual, multiethnic country with diverse flora and fauna. We have many artifacts and local mathematical practices in different communities. The purpose of this paperis to introduce the concept of Ethnomathematics and its relevance to classroom activities.This paper seeks to provide a comprehensive concept of some of the current and recent scholarly literature concerning Ethnomathematics and the applicability of Ethnomathematics as a practical teaching approach, particularly for underrepresented students.

Exploring the Opportunities and Challenges of Incorporating Open Educational Resources in India

This research article explores the opportunities and challenges of incorporating open educational resources (OER) in India. OER refers to online content that can be modified, shared, and used to support teaching and learning. This study reviews the literature on the principles of open education, the current state of OER in India, and examines the perceived opportunities and challenges of OER in the Indian educational system. Through a review of qualitative research, studies on the local curriculum, case studies, and teacher/student surveys, this article explores the potential of OER in India to improve the quality and affordability of education without sacrificing the quality of teaching. The review reveals opportunities for developing localized versions of OER, creating digital communities to support the development of OER, increasing teacher professional development, improving the sustainability of OERinitiatives, and increasing access and participation for underprivileged students. The article also discusses the challenges that need to be addressed before increased adoption of OER in India can be realized, such as the need for increased awareness, implementation of suitable open-license policies, and organizing OER content.

Movement guidelines for young children: Engaging stakeholders to design dissemination strategies in the Hong Kong early childhood education context.

Early childhood is a critical period during which patterns of movement behaviors are formed. The World Health Organization had endorsed guidelines for physical activity, sedentary behavior and sleep over a 24-h time period, which had been adopted by the Center for Health Protection of Hong Kong. This paper reports on stakeholder engagements that were conducted to inform the design of strategies to disseminate the guidelines in early childhood education (ECE) settings. Using a mixed-methods study design, we sought to (a) assess the stakeholders' levels of awareness and knowledge of the Hong Kong movement guidelines for young children and (b) identify the factors that influence the uptake of the said guidelines. We conducted an online survey of early childhood education teachers (N =314), twelve focus groups involving teachers (N = 18) and parents (N = 18), and individual interviews of key informants (N = 7) and domestic workers who provide care for preschool-aged children (N = 7). Descriptive statistics were used for the quantitative data, and thematic analysis was performed on the qualitative data using an inductive and semantic approach following a realist framework. Our findings show that teachers were aware of the movement guidelines for young children, but their knowledge of the specific guidelines was deficient; parents and domestic workers had limited awareness and knowledge of the guidelines. Uptake of the movement guidelines is enabled by parent engagement, activities in the ECE centers, home-school cooperation, and community activities for children. The challenges include the time poverty of parents, local curriculum requirements, limited physical spaces, social values, and pandemic-related restrictions. We recommend that dissemination strategies in the ECE context should deliver knowledge content and support stakeholders in mitigating the challenges associated with time, space, and social conditions.

China: The Under-Researched Nexus of Activity

In recent years there has been a significant shift in the international school market in China, from educating predominantly the children of expatriates to educating Chinese nationals. This article will examine the problems such schools face in terms of putting together an international curriculum, not least in terms of the complex web of stakeholders often involved in such schools, and also the need to comply with local curriculum standards. Examining the notion of the ‘glocal’, and intercultural communicative competence as a means of bridging the divide between local and global curriculum themes, this article will consider ways of reducing the impact of these issues on curriculum planning, proposing a model moving forward, and arguing that these schools represent a new paradigm in the evolution of international education in China.

Tutoring project for children from a refugee community: tutor perspectives

ABSTRACT Background The question of how best to support children who are refugees to resettle and thrive in a new country is important and complex. One of the many challenges experienced by such children is disrupted education. It is widely recognised that a sense of belonging and integration within a new school and community are key to enhancing children’s chances of achieving their potential. Tutoring programmes, where tutors work one-to-one with tutees, can offer a form of support in this regard. Purpose Set within the context of the COVID-19 pandemic, this study sought to explore experiences of tutors involved in a pilot project in Scotland for primary schoolchildren from a refugee community. The home-based, online tutoring project focused on building confidence and a sense of belonging in order to support achievement in school. Methods Participants were 18 tutors who had taken part in the pilot project. Semi-structured questionnaires were used to gather rich data about the tutors’ experiences of working with the children from the refugee community. Data were analysed qualitatively, using a reflexive thematic analytical approach. Findings Tutors believed that relationships between tutor and child were essential to success. Personalisation appeared key to building confidence and helping children progress. Tutors spent time getting to know their tutee and took care to let their tutee get to know them as a person, as a way of bringing down barriers and helping the child connect. Tutors reported that they needed knowledge of the local curriculum, liaison with class teachers and understanding of the refugee community. They described the peer support network as invaluable for sharing knowledge. Although each worked with a different child, tutors learned from and assisted each other through their support network, sharing resources and ideas. Conclusion The study highlights the value of a professional learning community, particularly when tutors are working in isolation. It also draws attention to the importance of training for tutors taking on such roles, including support with the pastoral aspects of working with a child, such as the personalisation and relationship-building that was of such significance in this study.

Medical Students' Perceptions of the Implemented Curriculum at Sinnar Medical School: A Cross-Sectional Study from Sudan.

IntroductionMedical school curriculum evaluation is necessary to document outcomes, determine the effectiveness of educational programs, and meet accreditation requirements. This has become more difficult over the last decade, and it is critical to carefully assess the conclusion. The purpose of this research was to gather information from Sinnar medical students regarding their perceptions of the curriculum, learning, teachers, and academic self-perception.MethodologyA cross-sectional analytic quantitative study including under and freshly graduated students was conducted in the Faculty of Medicine, University of Sinnar, Sudan, between the 18th of January 2021 and the 2nd of February 2022. Data was collected using a validated questionnaire including student perception of learning, student perception of teachers, academic self-perception, and student self-perception.ResultsA total of 705 students participated in this study. Of them, 443 (63.1%) were females, with the majority from second years (35.8%) followed by fourth-year (21.6%). A 433 (64.5%) agreed that the teaching is students centred, and teaching helped them in their development (68.0%). In addition, nearly half of the participants (58.1%) stated that the teacher communicated clearly and understandably. Unfortunately, 44.6% said that the exam did not achieve all the course objectives. The most tension-induced places were the dissection room (DR) accounting (70.3%) followed by lecture halls (55.6%). The most common reason for not enhancing research skills is the unavailability of the research department (72.8%), along with the stress associated with the curriculum due to a lack of enough time for different activities (63.8%). Significant differences between males and females were found when answering questions regarding research skills and students’ involvement in curriculum time management.ConclusionMost students have a positive impression towards the local curriculum, learning, and engaged teachers. More studies with more standardization and specification regarding curriculum content, Curriculum structure and strategies, should be conducted in the future.

Bedside Point-of-Care Ultrasonography in Anesthesiology and Pain Management: A New Trend in Iran: A Narrative Review

: Since the emergence of ultrasonography, many specialists, including anesthesiologists, have become interested in its practices. Technological innovations in portable ultrasonography devices and their quality enable anesthesiologists to use ultrasonography in various medical conditions and improve their diagnostic and therapeutic interventions. This article clarifies the significance of point-of-care ultra-sonography (POCUS) and highlights the challenges ahead. POCUS can help regional anesthesiologists and pain physicians in vascular access, airway management, focused cardiac ultra-sound (FoCUS), lung ultrasound, gastric ultrasound, focus assessment with sonography in trauma (FAST), regional and neuraxial nerve blocks, and acute and chronic pain management. However, similar to any new clinical method, there are challenges to POCUS, especially in developing countries like Iran. These challenges include the need for more budget allocation for medical equipment and portable devices, developing a comprehensive local curriculum and transparent framework to train residents and postgraduates, creating and/or revising university policies, clinical coordination with healthcare networks, and collaboration with healthcare providers. This article expresses the importance and effectiveness of point-of-care sonography performed by anesthesiologists and pain specialists in Iran and highlights the challenges ahead.

Principal Management Sekolah Umum Berbasis Pesantren (SUBP) in Strengthening Character Education of Students

Today’s school education is faced with many issues of adolescent behavior and deviation. Several innovations are implemented in order to minimize the negative impact of adolescence, one of them through public school management based on pesantren (SUBP). The purpose of this research to describe the management of the head of the SUBP school is reviewed from the aspects of planning, organizing, actuating, and controlling. This qualitative research method uses the head of school informant, deputy head, SUBP teacher, and student. To obtain data and information, interviews, observations and documentation analysis techniques are used. The findings of this study from the aspect of planning through the integration of the curriculum with local wisdom curriculum basic religius value, on the aspect of organizing the strengthening of character education through the organization of extracurricular activities, and personal organization of character education. The aspect of actuating of character education is internalized with intra-curricular activities and extracurricular activities. Whereas the aspect of controling of character education strengthening is carried out in the form of evaluation by teachers and schools, cultivation, as well as participation of students in religious events

Xi’an Gaoxin No.2 School--Comprehensive Education Goal in Knowledge and Action Curriculum System

"Knowledge and Action Curriculum" is a school-based curriculum system with knowledge and action moral education 
 courses, knowledge and action subject courses, and knowledge and action activity courses as the content in Xi’an Gaoxin No.2 
 School. On the basis of the implementation of national curriculum and local curriculum, it insisted on moral cultivation. Under 
 the guidance of the educational thought of “love for nine years, knowledge and action for a lifetime”, it started from the reality of 
 nine-year education system, based on the school-running idea, educational goals and local culture, Chinese excellent culture.The 
 knowledge and action course is devoted to the exploration of comprehensive education, and has formed innovative achievements 
 in practical theory and mechanism system.

Local Content Curriculum Based on Malay Cultural Genre to Face the Challenges of Globalization for A High Quality of Life

Local Content Curriculum Based on Malay Cultural Genre to Face the Challenges of Globalization for A High Quality of Life

An Evaluation of the English Teacher-Made Tests for the Fifth Preparatory Class of Iraqi Schools

Evaluation plays an enormous role in the teaching-learning process. It helps teachers and learners to improve teaching and learning. Evaluation is a continuous process and a periodic exercise. In learning, it contributes to formulation of objectives, designing of learning experiences and assessment of learners‟ performance. It is very useful to bring improvement in teaching and curriculum. It also provides accountability to the society, parents, and to the education system.A teacher-made test is one of the most valuable instruments in the hands of the teacher to achieve his purpose. It is designed to solve the problem or requirements of the class for which it is prepared and to measure the outcomes and content of local curriculum. It is very much flexible so that, it can be adopted to any procedure and material. It does not require any sophisticated technique for preparation. This study aims at: 1- identifying a set of criteria for efficient English teacher-made tests. 2- evaluating English teacher-made tests of the fifth preparatory class in the light of the criteria developed. The following procedures are followed in order to achieve these aims: 1.Designing a checklist which includes the most important criteria of efficient tests, namely: validity, reliability, practicality (scorability) and accuracy. 2-Selecting a sample of eighteen teacher-made tests for the fifth preparatory class.3-Evaluating the efficiency of the selected sample of teacher-made tests in terms of the identified criteria. 4-Interviewing a sample of EFL preparatory school teachers for revealing the reasons behind the errors that have been found in the evaluated test papers.The findings of the study identify a number of defects in teacher-made tests including, invalid questions, questions of low validity, affected reliability, affected scorability and inaccurate questions in punctuation and in grammar. Then the study ends up with some conclusions and recommendations for improving teacher-made tests.