scholarly journals INTEGRATION OF CIVIC EDUCATION INTO LOWER-SECONDARY SCHOOL CURRICULUM

2016 ◽  
Vol 2 ◽  
pp. 173
Author(s):  
Stanislava Marsone
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
School Curriculum ◽  
Modern World ◽  
Multicultural Society ◽  
Lower Secondary School ◽  
Cultural Traditions ◽  
Level Of Education ◽  
Secondary School Curriculum ◽  
Concepts Of Democracy

There have been dramatic changes in the concepts of democracy in European countries and throughout the world, which have led to the changes in attitudes between a person and a society. Globalisation has brought the culture of stereotypes, multicultural society, migration – these are only some aspects that indicate the growth of importance of civic education at every level of education in the modern world. To choose the most effective methods and forms of civic education, it is essential to analyse world experience and cultural traditions of every country, which are based on the ideals and values, and are the fundament of educational traditions. The aim of this article is to analyse the presence of civic education elements in the lower-secondary school curriculum, and to evaluate the possibilities of possible improvements.

scholarly journals Generating open innovation in secondary education curriculum through cross-boundary co-creation

Impact ◽  
2021 ◽  
Vol 2021 (2) ◽  
pp. 42-44
Author(s):  
Makoto Yururi
Keyword(s):  
Secondary School ◽  
School Curriculum ◽  
Modern World ◽  
New Findings ◽  
Life Lessons ◽  
Critical Skills ◽  
Secondary School Curriculum ◽  
How People Learn ◽  
Contemporary Education ◽  
Value Of Learning

Alterations to secondary school curriculums could result in substantial benefits for students. This is because applying new findings about how people learn, the value of learning and new challenges students face in adulthood could prove invaluable to education. However, changing and / or updating curriculums is a big task that relies on new teaching methods being trailed in the classroom setting in order to ensure that they are viable and effective. Possible changes that could be made reflect the fact that learning has changed. No longer are students trained to memorise information for exams. Instead, critical skills for the modern world are being taught that involve students finding connections between subjects and learning outside of the classroom. Makoto Yururi is Vice-Director of the Institute for Contemporary Education, Showa Women's University, Japan, and a specialist in curriculum studies. His research is focused on establishing a methodology that will provide a more creative design and management to the secondary school curriculum. The goal of this project is ensuring that emphasis is not only placed on the subjects being taught but also on inquiry and co-creation. To this end, Yururi is striving to create synergy between elements of the curriculum and, as such, is focused on connections between subjects and how they can foster co-creation and life lessons. Yururi believes this methodology could be applied in Japan and beyond, drawing out creativity and positivity among students and teachers alike.

Students’ Perception of Difficulty Levels of Senior Secondary School Civic Education Curriculum Content in Osun State, Nigeria

2019 ◽  
Vol 5 ◽  
pp. 121-136
Author(s):  
Okunloye Rotimi William ◽  
Issa Nasiru Olokooba ◽  
Abdulsalam Alliyu Ayodele
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Survey Design ◽  
School Curriculum ◽  
Senior Secondary School ◽  
Intended Curriculum ◽  
Secondary School Curriculum ◽  
Content Coverage ◽  
Senior Secondary Schools ◽  
Senior Secondary

The learnability of school curriculum has been attributed to students’ perception of different school subjects which also determines the level of students’ performance and ultimately the achievability of the intended curriculum objectives. Studies had been conducted in other subject areas. However, studies of that type are not common in Civic Education which is relatively new in the Nigerian Secondary School curriculum. This paper examines students’ perception of difficulty levels of the Nigerian Senior School Civic Education Syllabus (SSSCES) and the factors associated with their perception. The population for the study comprised all Civic Education students in Osun State, Nigeria. Descriptive survey design was adopted for the study and a researcher-designed instrument titled Civic Education Syllabus Perception Questionnaire (CESPQ) was administered to 487 students drawn from 25 Senior Secondary Schools in Osogbo, Osun State, Nigeria. The three research questions raised for the study were answered using percentage, mean and standard deviation statistics. The results showed that the Senior Secondary School Civic Education Syllabus (SSSCES) topics are perceived by students to be of varying difficulty levels ranging from difficult to very simple with an absolute of them being predominantly very simple. The observed difficulty levels were associated with inadequate textbooks, teachers’ presentation of lessons and wide content coverage. These imply that Civic Education is learnable and curriculum objectives are achievable. Based on these findings, it was recommended that teachers should enhance the learnability of the few perceived difficult topics by students through the use of predominantly learner-centred strategies and more learner-friendly strategies to teach the subject.

Global citizenship education and Hong Kong’s secondary school curriculum guidelines

2015 ◽  
Vol 4 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Eric K. M. Chong
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Global Citizenship ◽  
School Curriculum ◽  
Content Type ◽  
Documentary Analysis ◽  
The World ◽  
Curriculum Guidelines ◽  
Secondary School Curriculum ◽  
Taking Action

Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

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