Local and International Events that have the Capacity to Impact Curriculum - Report Example

Portfolio: Local and International Events that have the Capacity to Impact Curriculum   Five major issues that have and will continue to impact curriculum design are: Globalisation Depletion of non-renewable energy sources Innovative computerised technologies Terrorism and the abuse of human rights Climate change Each of these issues is currently a major focus of both local and international concern, as evidenced by the plethora of media coverage in each of these areas. This media-driven awareness has resulted in a significant educational impact in the design and implementation of new curriculum areas of instruction.  Globalisation How globalisation has impacted educational curricula Curriculum changes influenced by globalisation include an increased focus on new technology and language, particularly an emphasis on English language studies (Buchanan and Harris, 2004). One important example of a current curriculum addition in Australian high schools involves the introduction of social studies courses on globalisation that explores the many facets of this area via research and discussion. The curriculum includes a dialogic approach designed to foster critical consciousness, defined as an awareness of key aspects of globalisation (Carter, 2005). Why globalisation has impacted curriculum One reason for the effects of globalisation on curriculum re-structuring is the attempt to place students at a competitive educational vantage point in a transnational economy (Clarke, 2004). When and where the impact on curriculum has been most critical Curriculum changes that reflect an increased focus on globalisation were the result of initiatives by UNESCO that promote the value of international standardized educational goals (Buchanan and Harris, 2004) and the Bologna Declaration in 1999 which called for assimilation of the principles of globalisation in academic curricula (Buchanan and Harris, 2004). Strategic and operational responses to globalisation Among the suggestions for further curriculum improvements: Teacher education programs with a multi-cultural focus (Abd- El-Khalick et al, 2004); Incorporation of globalisation principles into standard social studies economics, business and language courses (Carter, 2008). Depletion of non-renewable energy resources How energy crisis has impacted educational curricula . Among newly implemented courses of study in Australian schools relevant to this discourse are the following content areas (Abd-El-Khalick et al, 2008): Earth and Beyond This area of instruction involves cases management assessment of energy and environmental concerns that are impacted by human activities. Energy and Change This involves assessment of energy usage at the community level to develop the concept of non-renewable energy resources Why energy issues have impacted curriculum There is a consensus of opinion among many educators that there is a need to incorporate environmental issues and principles into science educational curricula (Smith and Lowatt, 2003). When and where the impact of energy crisis on curriculum have been most critical Research published in 2006 cited a shortage of scientists in Australia that suggested that curriculum re-structuring to provide a greater focus on science education (Jenkins and Pell, 2006). This publication has been the basis of increased emphasis on curriculum content in Australian schools that incorporates energy issues in social studies and science areas of instruction. The Organisation for Economic Cooperation and Development (OECD) has been engaged in defining new educational criteria to meet the economic needs of the future (Jenkins and Pell, 2006). . Strategic and operational responses to energy crisis Future curriculum areas for development include: A greater focus on critical thinking approaches involving cause and effect and creative problem-solving (Smith and Lowatt, 2003). Integration of principles of energy into standard general science courses at primary and secondary education levels (Abd-EL-Khalick et al, 2004). Innovative computerised technologies (ICTs) How technology has impacted educational curricula Technological advances associated with computerisation have had a dramatic effect on educational curricula in the areas of content and teaching methodologies (Seigel, 2002). English curricula in Australian schools have been greatly affected by ICTs based on the alterations resulting from computer-based communication (Minchi et al, 2007). A novel area of computer ICT impact on curriculum is in the area of music programs that incorporate computer-based music technology (Carter, 2008). . Why technology has impacted curriculum The use of computerised technology has made educational resources available worldwide and has provided access to instructional tools that were previously unavailable in many areas of the world (Seigel, 2002). When and where the impact on curriculum have been most critical The Australian Science, Technology and Engineering Council (ASTEC) in 1996 began a national initiative to incorporate technological advances in to primary and secondary education (Carter and Smith, 2004). The Design and Technology Syllabus was first introduced in 1991 as a mandatory curriculum component in western Australian schools. In 2003 this was changed to an elective curriculum component, reflecting the ongoing dialog among educators regarding the importance of implementing the latest computerised technologies into curriculum structure (Carter and Smith, 2004). The impact of ICTs, though global, has had the greatest impact most recently in developing areas of the world, such as sub-Saharan Africa, where the implementation of computerised technology has made education available in areas where little opportunity was previously available. Strategic and operational approaches Areas of further development of ICTs include: Greater access to instructional software (Minchi et al, 2007). Better utilization of computers as on-line teaching tools (Seigel, 2002). Terrorism and the abuse of human rights How terrorism and the abuse of human rights have impacted educational curricula The major curriculum additions include courses on cultural diversity, issues that pertain to human rights and courses that explore the causes and effects of terrorism and human rights abuses (Carter, 2004). For example, the teaching of English literacy may include a focus on the Asian contributions to the arts and literature. Another area of curriculum focus involves the preservation of native languages within the curriculum structure (Carter, 2005). This involves language courses, bi-lingual teaching approaches and an emphasis on the use of multiple languages as an effective means of education in Australian primary and secondary schools. This approach is also favoured in schools in the People’s Republic of China (Seigel, 2002). Why human rights issues have impacted curriculum Despite the fact that human rights abuses have been prevalent in Darfur and other areas of the world for many years, it was the 9/11 terrorism that brought this issue to a central focus internationally. These principles are based on the Universal Declaration of Human Rights as an international basis for implementation. When and where the impact on curriculum has been most critical Ever since 9/11, the educational community has been increasingly focused on the impact of terrorism. This international event had a dramatic impact on educators and government officials alike regarding a new emphasis on educational content that reflects areas of humanitarian concern and respect for human rights and cultural diversity. This can be seen in Australia, particularly in the implementation of Human Rights and Equal opportunity (HREOC) principles in core educational curricula (Carter, 2004).   HREOC has designed modules on human rights for incorporation into the educational curriculum of Melbourne schools. These include Youth Challenge: Teaching Human Rights and Responsibilities and Voices of Australia. Strategic and operational responses to terrorism and human rights violations Many new approaches include: Discussion groups to discuss important human rights issues (Carter, 2004). Incorporating multi-culturalism into mainstream courses such as English literature and history at primary and secondary levels of education (Seigel, 2002). Climate change How issues related to climate change have impacted educational curricula Many curriculum additions in Australian education at all levels reflect the renewed interest in environmental issues exposed by the extensive media coverage of the problem of global warming (Abd-El-Khalick, 2004). Among these areas of instruction in the Australian Capital Territory are (Luykx, 2007): Ecological Sustainability The content is incorporated into science curriculum and includes principles of conservation ecology and a study of environmental principles. Natural Systems This curriculum area involves a study of the natural cycles of energy flow and matter as they relate to the balance of the ecosystem. In December, 2007 a novel sustainability education project called Sustainability Wiz was implemented as part of the science curriculum in Australian schools. This educational online project was developed by Australia’s premier environment, sustainability and climate change education group. Why global warming has impacted curriculum A newspaper article published in The Herald Sun ( Blainey, 2007) discussed the history of the global warming issue as it relates to Victoria. Another article appearing in The Herald Sun (Davis, 2008) dealt with the issue of climate change on the national level. The upcoming Australia 2020 summit was discussed as it relates to the urgency of the climate issue. A blog on global warming, written by Mark Henderson, presented “proof” of its human causes. The tone was outspoken, the language was strong and it clearly reflected an opinionated viewpoint (Henderson, 2008). When and where the impact on curriculum have been most critical. The World Commission on Environment and Development (WCED) report entitled “Our Common Future” in 1987 had an early impact on curriculum design. “An Inconvenient Truth”, a documentary on the effects of global warming in late 2006, (Gore, 2006) had a dramatic impact on curriculum strategists. This emphasis was reinforced by events at the local level. For example, a newspaper article published in The Herald Sun (Magee, 2008) presented an overview of a new Victoria State Government report on the current devastating drought. Strategic and operational responses to issues related to climate change Among the strategic approaches are: A greater emphasis on environmental conservation principles in earth science and general science courses at all levels; A focus on the geo-political component of environmental destruction in social studies and economics courses at the secondary school level (Carter, 2008). References Abd-El-Khalick, F., et al. (2004). Inquiry in science education: international perspectives. Science Education, 88 (3), 397-419. Abd-El-Khakick, F., Waters, M., and An-Phong, L. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. Agence France Presse (AFP). (2008, August 08). Global warning of violent decade. The Age. retrieved http://www.theage.com.au/environment/global-warning-of-violent-decade-20080806-3r65.html Bannan, J. (2008, June 30). Sustainability wiz launches in the US. Thomson Reuters, Retrieved from: http://www.reuters.com/article/pressRelease/idUS119117+30-Jun-2008+PRN20080630 Blainey, G. (2007, October 03). Desperate, gloomy outlook for rural Victoria. Herald Sun, p, 8-9. Buchanan, J., & Harris, B. (2004). The world is your oyster, but where's the pearl? Getting the most out of global education. Curriculum Perspectives, 24(1), 1-11.  Carter, L. (2004). Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education. Science Education, 88(6), 819 – 836. Carter, L. (2005). Globalisation and science education: rethinking science education reforms. Journal of Research in Science Teaching, 42(5), 561-580. Carter, L. (2008). Sociocultural influences on science education: innovation for contemporary times. Science Education, 92(1), 165-181. Carter, L., & Smith, C. (2004). Science education: For the future or for the past? Taking science education to task.  EQ Australia, 3, 5 – 7.  Clarke, V. (2004). Students' global awareness and attitudes to internationalism in a world of cultural convergence. Journal of Research in International Education, 3(1), 51-70.  Davis, G. (2008, April 10), Ideas flow from vast talent pool. Herald Sun, p.3. Gore, A. (2006). An inconvenient truth: The planetary emergency of global warming and what we can do about it. New York: Rodale.  Henderson, M. (2007, May 29). New proof that man has caused global warming. Message posted to: http://dilbertblog.typepad.com/the_dilbert_blog/general_nonsense/index.html Jenkins, E. W., & Pell R. G. (2006). “Me and the environmental challenges”: A survey of English secondary school students’ attitudes towards the environment. International Journal of Science Education, 28(7), 765 –772. Luykx, A., and Lee, O. (2007), Measuring instructional congruence in science classrooms. Journal of Research in Science Teaching, 44 (3), 424-447. Magee, A. (2008, July 08). Victoria hot and bothered. Herald Sun, p. 5. Minchi, C. Hannafin, M., and Bryan, L. (2007). Technology-enhanced inquiry tools in science education: an emerging pedagogical framework foe classroom practice. Science Education, 91 (6), 1010-1030. Osborne, M. A. (1999). Introduction: The social history of science, technoscience and imperialism. Science, Technology and Society, 4(2), 161 – 170.  Siegel, H. (2002). Multiculturalism, universalism, and science education: In search of common ground. Science Education, 86, 803 – 820.  Smith, D. L., & Lovatt, T. (2003). Curriculum Action on Reflection. In Tuggerah, NSW: Social Science Press. Victorian Curriculum and Assessment Authority Victorian Essential Learning Standards, Victorian Government.  Read More

Strategic and operational responses to energy crisis Future curriculum areas for development include: A greater focus on critical thinking approaches involving cause and effect and creative problem-solving (Smith and Lowatt, 2003). Integration of principles of energy into standard general science courses at primary and secondary education levels (Abd-EL-Khalick et al, 2004). Innovative computerised technologies (ICTs) How technology has impacted educational curricula Technological advances associated with computerisation have had a dramatic effect on educational curricula in the areas of content and teaching methodologies (Seigel, 2002).

English curricula in Australian schools have been greatly affected by ICTs based on the alterations resulting from computer-based communication (Minchi et al, 2007). A novel area of computer ICT impact on curriculum is in the area of music programs that incorporate computer-based music technology (Carter, 2008). . Why technology has impacted curriculum The use of computerised technology has made educational resources available worldwide and has provided access to instructional tools that were previously unavailable in many areas of the world (Seigel, 2002).

When and where the impact on curriculum have been most critical The Australian Science, Technology and Engineering Council (ASTEC) in 1996 began a national initiative to incorporate technological advances in to primary and secondary education (Carter and Smith, 2004). The Design and Technology Syllabus was first introduced in 1991 as a mandatory curriculum component in western Australian schools. In 2003 this was changed to an elective curriculum component, reflecting the ongoing dialog among educators regarding the importance of implementing the latest computerised technologies into curriculum structure (Carter and Smith, 2004).

The impact of ICTs, though global, has had the greatest impact most recently in developing areas of the world, such as sub-Saharan Africa, where the implementation of computerised technology has made education available in areas where little opportunity was previously available. Strategic and operational approaches Areas of further development of ICTs include: Greater access to instructional software (Minchi et al, 2007). Better utilization of computers as on-line teaching tools (Seigel, 2002).

Terrorism and the abuse of human rights How terrorism and the abuse of human rights have impacted educational curricula The major curriculum additions include courses on cultural diversity, issues that pertain to human rights and courses that explore the causes and effects of terrorism and human rights abuses (Carter, 2004). For example, the teaching of English literacy may include a focus on the Asian contributions to the arts and literature. Another area of curriculum focus involves the preservation of native languages within the curriculum structure (Carter, 2005).

This involves language courses, bi-lingual teaching approaches and an emphasis on the use of multiple languages as an effective means of education in Australian primary and secondary schools. This approach is also favoured in schools in the People’s Republic of China (Seigel, 2002). Why human rights issues have impacted curriculum Despite the fact that human rights abuses have been prevalent in Darfur and other areas of the world for many years, it was the 9/11 terrorism that brought this issue to a central focus internationally.

These principles are based on the Universal Declaration of Human Rights as an international basis for implementation. When and where the impact on curriculum has been most critical Ever since 9/11, the educational community has been increasingly focused on the impact of terrorism. This international event had a dramatic impact on educators and government officials alike regarding a new emphasis on educational content that reflects areas of humanitarian concern and respect for human rights and cultural diversity.

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