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62-544: DAAD is a private, federally funded and state-funded, self-governing national agency of the institutions of higher education in Germany, representing 365 German higher education institutions (100 universities and technical universities, 162 general universities of applied sciences, and 52 colleges of music and art) [2003]. The DAAD itself does not offer programs of study or courses, but awards competitive, merit-based grants for use toward study and/or research in Germany at any of

124-479: A Latin word which means "a race" or "the course of a race" (which in turn derives from the verb currere meaning "to run/to proceed"). The word is "from a Modern Latin transferred use of classical Latin curriculum "a running, course, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run")." The first known use in an educational context is in the Professio Regia ,

186-465: A collection of such units, each, in turn, comprising a specialized, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. A core curriculum

248-431: A course of thinking and action. Plus, the teacher continually evaluates the process and what they can see of outcomes. Marsh and Willis view curricula as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students." Any definition of curriculum, if it is to be practically effective and productive, must offer much more than a statement about knowledge-content or merely

310-629: A group is reciprocal, with the formation of its individual participants. Although it formally appeared in Bobbitt's definition , curriculum as a course of formative experience also pervades the work of John Dewey (1859–1952), who disagreed with Bobbitt on important matters. Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, writers of curricula and researchers generally share it as common, substantive understanding of curriculum. Development does not mean just getting something out of

372-527: A more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curricula is designed to improve national testing scores or help students learn fundamental skills . An individual teacher might also refer to his or her curriculum, meaning all

434-404: A planned sequence of instruction, or to a view of the student's experiences in terms of the educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit (including

496-399: A process is when a teacher enters a particular schooling and situation with the ability to think critically, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may come

558-460: A range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes or competencies ) constitutes the "achieved" or "learned" curriculum. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers, and communities;

620-583: A school after hours but are not linked directly to the school. Community-based programs frequently expand on the curriculum that was introduced in the classroom. For instance, students may be introduced to environmental conservation in the classroom. This knowledge is further developed through a community-based program. Participants then act on what they know with a conservation project. Community-based extracurricular activities may include "environmental clubs, 4-H, boy/girl scouts, and religious groups" (Hancock, Dyk, & Jones, 2012). Kerr defines curriculum as "all

682-399: A scolding, being ridiculed, or being required to stay after school, among other punishments. Thus, a curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological, and social foundations), domains of knowledge, as well as its research theories and principles. Curricula as an area of study should be scholarly and theoretical. The field

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744-531: A work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582. The word's origins appear closely linked to the Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its "course" of study as a "curriculum", producing the first known use of

806-431: Is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, even when core requirements exist, they do not necessarily involve a requirement for students to engage in one particular class or activity. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing arts class. In Australia ,

868-462: Is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curricula as "all experiences children have under the guidance of teachers." This definition is shared by Smith, Stanley, and Shores when they defined curriculum as "a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting." Curriculum as

930-463: Is almost always defined with relation to schooling. According to some, it is the major division between formal and informal education . However, under some circumstances it may also be applied to informal education or free-choice learning settings. For instance, a science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many after-school programs in the US have tried to apply

992-516: Is based on directives coming from the Ministry of Education, Culture and Science (OCW). Primary and secondary education use key objectives to create curricula. For primary education the total number of objectives has been reduced from 122 in 1993 to 58 in 2006. Starting in 2009 and 2010 all key objectives are obligatory for primary education. The key objectives are oriented towards subject areas such as language, mathematics, orientation towards self and

1054-600: Is called an ' accreditation body '. The International Accreditation Forum (IAF) and International Laboratory Accreditation Cooperation (ILAC) provide international recognitions to accreditation bodies. There are many internationally recognized accreditation bodies approved by the IAF and ILAC. The Emirates International Accreditation Centre (EIAC) is the largest accreditation body in the Middle East, whereas in South Asia

1116-457: Is concerned with broad, historical, philosophical social issues and academics. Mark Smith suggests a starting definition of "curriculum" offered by John Kerr and taken up by Vic Kelly in his standard work on the curriculum: "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school". There are four ways of approaching curriculum theory and practice: In recent years

1178-404: Is divided into chunks of knowledge called subject areas in basic education including English, mathematics, science, and social studies. In college , discipline may include humanities, sciences, languages, and many more. Curricula should consist entirely of knowledge which comes from various disciplines. Dewey proposed that learning the lesson should be more interesting and beneficial than receiving

1240-701: Is mainly funded by the German government and the European Union. In 2017, the DAAD received 522 million Euro. During the fall of 2014, the DAAD, supported by the German Ministry of Foreign Affairs , launched a program called the Leadership for Syria . The declared aim of the program was to create "a select elite among Syria's future leadership" for "active participation in organizing" post-war Syria. In

1302-638: Is one of the top scholarships offered by European country Germany for outstanding international students. Every year Students are selected on merit basis and offered a DAAD scholarship to study postgraduate degree masters and PhD in German universities. Additionally, several Nobel Prize Winners are DAAD alumni. For example, Günter Blobel (1999), Gao Xingjian (2000), Wolfgang Ketterle (2001), Imre Kertész (2002), Wangari Maathai (2004), Herta Müller (2009), Mario Vargas Llosa (2009), Svetlana Alexievich (2015), Leo Hoffmann-Axthelm (2017), Olga Tokarczuk (2018), Peter Handke (2019) and others. The DAAD

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1364-475: Is the 7th National Curriculum, which has been revised in 2007 and 2009. The curriculum provides a framework for a common set of subjects through 9th grade, and elective subjects in grades 10 through 12. The curriculum in Japan is determined based on the guidelines for education and the guidelines for learning presented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). When deciding on

1426-501: The Australian Curriculum took effect nationwide in 2014, after a curriculum development process that began in 2010. Previously, each state's Education Department had traditionally established curricula. The Australian Curriculum consists of one curriculum covering eight subject areas through year 10, and another covering fifteen subjects for the senior secondary years. In Canada each province and territory has

1488-577: The Max Planck Institutes . The DAAD scholarship grants administered by the DAAD abroad are available to students of all academic disciplines and at each academic degree level, including undergraduates , graduating undergraduates and recent graduates with a BA , master's degree students, doctoral students, PhD candidates and postdoctoral scholars, and faculty. The DAAD worldwide network also includes around 50 information centers and around 450 DAAD lecturer positions. DAAD scholarship

1550-626: The National Curriculum for England in English schools, or the International Primary Curriculum for International Schools ). Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises

1612-887: The Pakistan National Accreditation Council (PNAC) and National Accreditation Board for Testing and Calibration Laboratories (NABL), Quality Council of India (QCI) are the largest. In East Asia, the China National Accreditation Board is the largest, while the United Kingdom Accreditation Service (UKAS) is the largest in Europe. The National Association of Testing Authorities (NATA) and the Joint Accreditation System of Australia and New Zealand (JAS-ANZ) being

1674-810: The accredited German institutions of higher education. It also awards grants to German students, doctoral students, and scholars for studies and research abroad. With an annual budget of 522 million Euros and supporting approximately 140.000 individuals world-wide, the DAAD is in fact the largest such academic grant organisation worldwide The organisation was founded on 1 January 1925 but closed down in 1945, only to be re-founded again in 1950. The DAAD headquarters are in Bonn and there are 15 international regional branch offices that exist to provide information and advice on study and research opportunities, as well as available grants, tailored to students and academics within their region. The DAAD New York office serves residents of

1736-582: The "fundamental and practical knowledge and skills in political sciences , economics , social sciences , as well as operational competence ." Accredited Accreditation is the independent, third-party evaluation of a conformity assessment body (such as certification body , inspection body or laboratory) against recognised standards, conveying formal demonstration of its impartiality and competence to carry out specific conformity assessment tasks (such as certification, inspection and testing). Accreditation bodies are established in many economies with

1798-586: The ISO as specified in ISO/IEC 17011 . Accredited entities in specific sectors must provide evidence to the accreditation body that they conform to other standards in the same series: Curriculum In education , a curriculum ( / k ə ˈ r ɪ k j ʊ l ə m / ; pl. : curriculums or curricula / k ə ˈ r ɪ k j ʊ l ə / ) is the totality of student experiences that occur in an educational process. The term often refers specifically to

1860-545: The National Curriculum. Every state school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. For each of the statutory curriculum subjects, the Secretary of State for Education

1922-730: The Nigerian government adopted a national Basic Education Curriculum for grades 1 through 9. The policy was an outgrowth of the Universal Basic Education program announced in 1999, to provide free, compulsory , continuous public education for these years. In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10. Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes. The National Curriculum

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1984-615: The United States and Canada who are enrolled or employed at American and Canadian higher education institutions and would like to study or pursue research in Germany. From the perspective of this side of the exchange, the DAAD's mission is to facilitate American and Canadian students' access to the distinguished German institutions of higher education and research—from research universities (Universitäten) to universities of applied sciences ( Fachhochschule ), colleges of music and art, libraries and archives, and research institutions such as

2046-730: The authority to create its own curriculum. However, the Northwest Territories and Nunavut both choose to use the Alberta Curriculum for select parts of their curriculum. The territories also use Alberta's standardized tests in some subjects. Iran has recently changed back to 6 year instead of 5 Elementary schools and two three year junior and second middle/high schools. There is Islamic seminary Hawza are also with 10-14 year programming. The National Curriculum of Korea covers kindergarten , primary, secondary, and special education . The version currently in place

2108-408: The bulk of the scholarships (200) with the balance being sponsored by Baden Württemberg (50) and North Rhine Westphalia (21). The scholarship curriculum included an introductory language course for those students who were not already fluent in, or otherwise had no prior knowledge of, German . Alongside this was a concomitant obligatory element intended to imbue the planned future Syrian elite with

2170-421: The concept; this typically has more success when not rigidly clinging to the definition of curriculum as a product or as a body of knowledge to be transferred. Rather, informal education and free-choice learning settings are more suited to the model of curriculum as practice or praxis . Action is response; it is adaptation, adjustment. — John Dewey Whatever the origins and intentions of early curricula,

2232-521: The curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form who and what people become. Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that form humans into persons. Personal formation via curricula is studied both at the personal and group levels, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of

2294-520: The curriculum encompasses the entire scope of formative deed and experience occurring in and out of school - such as experiences that are unplanned and undirected or those that are intentionally directed for the purposeful formation of adult members of society - not only experiences occurring in school . (cf. image at right.) To Bobbitt, the curriculum is a social-engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: Hence, he defined

2356-402: The curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. Curriculum

2418-532: The curriculum for each school, the school's organizers will decide on the outline by referring to the manuals and explanations prepared by the Education, Science and Technology Ministry and other public offices, and the schools will decide on additional annual plans. The Courses of Education and Courses of Study are fully revised every 10 years. Before World War II, the curriculum was based on the school regulations corresponding to each school type. The Dutch system

2480-487: The explicit stated curriculum and the hidden curriculum; both of which contribute to the learner's experience and lessons from the experience. These elements are further compounded by the setting, cultural influences, and the state of mind of the learner. Museums and other similar settings are most commonly leveraged within traditional classroom settings as enhancements to the curriculum when educators develop curricula that encompass visits to museums, zoos, and aquariums. On

2542-404: The field of education and curriculum has expanded outside the walls of the classroom and into other settings, such as museums . Within these settings curriculum is an even broader topic, including various teachers, inanimate objects such as audio-tour devices, and even the learners themselves. As with the traditional idea of curriculum, curriculum in a free-choice learning-environment can consist of

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2604-436: The function of inculcating culture had emerged by the time of ancient Babylonia. Ancient Roman curricula came to emphasise Greek as well as Latin skills, with emphasis on the study of classical poetry. This model influenced the curricula of medieval and Renaissance education. In the early years of the 20th century, the traditional concept held of the curriculum was "that it is a body of subjects or subject matter prepared by

2666-518: The hidden), the excluded, and the extracurricular. Curricula may be tightly standardized or may include a high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education , such as the United Kingdom's National Curriculum . UNESCO 's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. The word "curriculum" began as

2728-504: The initial stage of the program, 271 Syrians seen as suitable for university scholarships were chosen from potential candidates who were "either still living in Syria or in one of the bordering countries (Lebanon, Jordan, Turkey), or who had fled to Germany". The former were then brought to Germany to join those participants who were already there. The scholarships were to various universities throughout Germany. The German Foreign Office funded

2790-788: The largest in the Oceania region, with the South African National Accreditation System being the largest in Africa. For most of the accreditation schemes, international standards issued by the International Organization for Standardization (ISO) are used. Accreditation processes are used in a wide variety of fields: Many accreditation bodies, such as the UKAS, EIAC, EGAC, PNAC, IAS, NABCB operate according to processes developed by

2852-540: The learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school." Braslavsky states that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn." Smith (1996, 2000) says that, "[a] syllabus will not generally indicate

2914-468: The legitimacy of such practices. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The constructivist approach proposes that children learn best via pro-active engagement with the educational environment, as in learning through discovery. A curriculum may be partly or entirely determined by an external, authoritative body (e.g.,

2976-420: The mind. It is a development of experience and into experience that is really wanted. Robert M. Hutchins (1899–1977), president of the University of Chicago , regarded curriculum as "permanent studies" where the rules of grammar, rhetoric, logic, and mathematics for basic education are emphasized. Basic education should emphasize the three Rs and college education should be grounded on liberal education. On

3038-441: The other hand, Arthur Bestor (1908–1994), an essentialist , believes that the mission of the school should be intellectual training. Hence, curriculum should focus on the fundamental intellectual disciplines of grammar, literature, and writing. It should also include mathematics, science, history, and foreign language. According to Joseph Schwab, discipline is the sole source of curriculum. In our education system, curriculum

3100-470: The other hand, to a progressivist, a listing of school subjects, syllabi, courses of study, and lists of courses of specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey 's definition of experience and education. He believed that reflective thinking

3162-440: The overall offering of courses, which help prepare a student for life after high school. A curriculum can be seen from different perspectives. What societies envisage as important teaching and learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be also called the "written" or "official" curriculum. However, at a classroom level this intended curriculum may be altered through

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3224-420: The primary purpose of ensuring that conformity assessment bodies are subject to oversight by an authoritative body. Accreditation bodies, that have been peer evaluated as competent, sign regional and international arrangements to demonstrate their competence. These accreditation bodies then assess and accredit conformity assessment bodies to the relevant standards. An authoritative body that performs accreditation

3286-430: The pupils themselves. In other words, those who design curricula deliberately plan the schools' "expressive culture". If this is the case, then, the curriculum is 'hidden' only to or from the pupils, and the values to be learned clearly from a part of what is planned for pupils. They must, therefore, be accepted as fully a part of the curriculum, and especially as an important focus because questions must be asked concerning

3348-403: The relative importance of its topics or the order in which they are to be studied. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit." According to Smith, a curriculum can be ordered into a procedure: Under some definitions, curriculum is prescriptive, and is based on

3410-447: The subjects that will be taught during a school year. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades. On the other hand, a high school might refer to their curricula as the courses required in order to receive one's diploma . They might also refer to it in exactly the same way as an elementary school and use it to mean both individual courses needed to pass as well as

3472-421: The subjects which schooling is to teach, transmit, or deliver. Some would argue of the course that the values implicit in the arrangements made by schools for their pupils are quite clearly in the consciousness of teachers and planners, again especially when the planners are politicians, and are equally clearly accepted by them as part of what pupils should learn in school, even if they are not overtly recognized by

3534-507: The teachers for the students to learn". It was synonymous to the "course of study" and "syllabus". In The Curriculum , the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea , has its roots in the Latin word for race-course , explaining the curriculum as the course of deeds and experiences through which children become the adults they should be to succeed later in life. Furthermore,

3596-511: The term in English in 1633. By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content. By 1824, the word was defined as "a course, especially a fixed course of study at a college, university, or school." There is no generally agreed upon definition of curriculum. There various definitions that describe

3658-505: The term. Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined as: It may also come in the form of extracurricular activities. This may include school-sponsored programs, which are intended to supplement the academic aspect of the school experience or community-based programs and activities. Examples of school-sponsored extracurricular programs include sports , academic clubs, and performing arts . Community-based programs and activities may take place at

3720-632: The unexpected impact of a curriculum; or the unforeseen aspects of a learning process). Those who develop the intended curriculum should have all these different dimensions of the curriculum in view. While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks or subject curricula/syllabi, and in relevant and helpful learning materials, such as textbooks , teacher guides, and assessment guides. In some cases, people see

3782-601: The world, art, and physical education. All of the objectives have accompanying concrete activities. Also final exams are determined by the OCW and required. Parts of those exams are taken in a national setting, created by the Centrale Examencommissie Vaststelling Opgaven (CEVO). Furthermore, the OCW will determine the number of hours to be spent per subject. Apart from these directives every school can determine its own curriculum. In 2005,

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3844-491: Was introduced into England , Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 . It does not apply to private schools , which may set their own curricula, but it ensures that state schools of all local education authorities have a common curriculum. Academy schools have a significant degree of autonomy in deviating from

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