Networking for Change in Curriculum Development Creation of a Global Network of Curriculum Developers as a Community of Practice Dakmara Georgecu Country

Networking for Change in Curriculum Networking for Change in Curriculum DevelopmentDevelopment

Creation of a Global Network of Curriculum Creation of a Global Network of Curriculum Developers as a Community of PracticeDevelopers as a Community of Practice

Dakmara GeorgecuDakmara GeorgecuCountry Customised Projects Country Customised Projects

International Bureau of EducationInternational Bureau of Education&&

Alexandru Crisan, Ph.D. Alexandru Crisan, Ph.D. Executive PresidentExecutive President

Center Education 2000+ (Bucharest – Romania)Center Education 2000+ (Bucharest – Romania)[email protected]; [email protected]; www.cedu.ro

PreamblePreamble

From 6th to 8th of July 2005 a Seminar organized by From 6th to 8th of July 2005 a Seminar organized by the UNESC0 – International Bureau of Education took the UNESC0 – International Bureau of Education took place in Genevaplace in Geneva

31 curriculum specialists from all over the world 31 curriculum specialists from all over the world participated in itparticipated in it

They agreed on creating a Global Network of They agreed on creating a Global Network of Curriculum Developers as a Community of PracticeCurriculum Developers as a Community of Practice

The Community of Practice would facilitate the The Community of Practice would facilitate the building up of dynamic relationships that enable building up of dynamic relationships that enable members to learn from each other as well as the members to learn from each other as well as the development of a shared repertoire of curriculum development of a shared repertoire of curriculum resourcesresources

PreamblePreamble

The aim of the GNCD-CP is to help improve The aim of the GNCD-CP is to help improve curriculum changes worldwide that could lead to a curriculum changes worldwide that could lead to a better fulfillment of Education for All (EFA) goalsbetter fulfillment of Education for All (EFA) goals

This implies the progressive process of a shared This implies the progressive process of a shared thinking and doing based on the exchange of visions, thinking and doing based on the exchange of visions, experiences, documentation, research and technical experiences, documentation, research and technical cooperation at intra and inter regional levelscooperation at intra and inter regional levels

Structure of the PresentationStructure of the Presentation

I. IBE: mission and role in curriculum development I. IBE: mission and role in curriculum development worldwideworldwide

II. The idea of creating a Global Network of II. The idea of creating a Global Network of Curriculum Developers as a Community of Practice Curriculum Developers as a Community of Practice (July 2005)(July 2005)

III. Discussions on the opportunity for the III. Discussions on the opportunity for the participants at the Sinaia Colloquium to become participants at the Sinaia Colloquium to become members of the GNCmembers of the GNC

I. IBE: Mission and Role in Curriculum I. IBE: Mission and Role in Curriculum DevelopmentDevelopment

Since 1998, the mandate of the UNESCO - Since 1998, the mandate of the UNESCO - International Bureau of Education (IBE) has been International Bureau of Education (IBE) has been redefined with a view to providing support to redefined with a view to providing support to UNESCO member states in the management of UNESCO member states in the management of curriculum change and development. curriculum change and development.

Within the Within the IBE medium-term strategy 2002 to 2007IBE medium-term strategy 2002 to 2007, , the capacity building programme has undertaken the capacity building programme has undertaken extensive networking among national curriculum extensive networking among national curriculum development experts development experts

This happened through This happened through 20 regional seminars and training workshops20 regional seminars and training workshops aimed at aimed at building national capacities for school reformbuilding national capacities for school reform

Outcomes of IBE ActivitiesOutcomes of IBE Activities

A more ample and in-depth comprehension of A more ample and in-depth comprehension of regional and country situations based on a good regional and country situations based on a good and challenging combination of conceptual and challenging combination of conceptual discussion and empirical evidencediscussion and empirical evidence

A progressive agenda of common worldwide A progressive agenda of common worldwide curriculum concerns that pave the way for curriculum concerns that pave the way for enlarging the interaction between curriculum enlarging the interaction between curriculum developersdevelopers

The design of curriculum resources that can be The design of curriculum resources that can be shared and disseminated between and within shared and disseminated between and within regionsregions

II. Why a Global Network of Curriculum II. Why a Global Network of Curriculum Developers as a Community of PracticeDevelopers as a Community of Practice

The The 2323rdrd session of the Council of the IBE session of the Council of the IBE (January 2005 (January 2005 reaffirmed, for the IBE medium term strategy 2002 reaffirmed, for the IBE medium term strategy 2002 to 2007, the development of a worldwide network to 2007, the development of a worldwide network for curriculum development for curriculum development

This network would constitute a “main channel of This network would constitute a “main channel of exchange of information, sharing of experiences exchange of information, sharing of experiences and collaborative work” and collaborative work”

The The networknetwork is “strongly recommended as a means is “strongly recommended as a means of creating, disseminating and applying of creating, disseminating and applying knowledge”, and not just as a technological device knowledge”, and not just as a technological device for updating information on curriculum data. for updating information on curriculum data.

Aims of the NetworkAims of the NetworkIBE role is to be the hub of a network of networks, IBE role is to be the hub of a network of networks, with the aim of progressively attaining an effective with the aim of progressively attaining an effective Community of Practice focus on fostering Community of Practice focus on fostering curriculum capacity buildingcurriculum capacity building

International networking, sustained through the International networking, sustained through the use of Virtual Communities of Practice software, is use of Virtual Communities of Practice software, is a means of enhancing national, regional and a means of enhancing national, regional and international capacity for curriculum development:international capacity for curriculum development:

– for the promotion of dialogue among curriculum for the promotion of dialogue among curriculum

policy-makers, specialists and researchers policy-makers, specialists and researchers – for the sharing of experiences for the sharing of experiences – for the testing and development of comparative for the testing and development of comparative

case study-based training resources in the case study-based training resources in the management of curriculum change.management of curriculum change.

A Vision for the Network (1)A Vision for the Network (1)

A vision on CurriculumA vision on Curriculum

A vision on Capacity BuildingA vision on Capacity Building

A vision on Community of PracticeA vision on Community of Practice

The Vision for the Network (2)The Vision for the Network (2)

A vision on curriculum: A vision on curriculum:

Curriculum is seen as a hub of educational changeCurriculum is seen as a hub of educational change

Curriculum is seen as a “dense and flexible contract Curriculum is seen as a “dense and flexible contract between politics/society and teachers” between politics/society and teachers”

(C. Braslavsky) (C. Braslavsky)


A vision on capacity building for curriculum:A vision on capacity building for curriculum:

Capacity Building - defined as the system of Capacity Building - defined as the system of material, human, and intellectual resources material, human, and intellectual resources available for managing change in school curriculum, available for managing change in school curriculum, looking for reasonable and effective ways of using looking for reasonable and effective ways of using them flexiblythem flexibly

Capacity building – defined as the process of Capacity building – defined as the process of helping an individual or group to identify and helping an individual or group to identify and address issues as well as to gain the insights, address issues as well as to gain the insights, knowledge and experience required to solve knowledge and experience required to solve problems and implement change.problems and implement change.

Types of fostering Capacities by IBETypes of fostering Capacities by IBETraining: training on educational policy dialogue, Training: training on educational policy dialogue, country-customised training on curriculum country-customised training on curriculum development and team building, graduate training development and team building, graduate training seminars, international workshops and focused seminars, international workshops and focused study visitsstudy visits

Research & evaluation: collaborative action-Research & evaluation: collaborative action-research projects, assessment and comparative research projects, assessment and comparative studies.studies.

Technical advice: high-level technical advice for Technical advice: high-level technical advice for senior decision-makers and promotion of senior decision-makers and promotion of horizontal consultancy.horizontal consultancy.

Development of resources for training.Development of resources for training.

Networking and dialogue as transversalNetworking and dialogue as transversal


A vision on the Community of Practice:A vision on the Community of Practice:

CP - “…groups of people who share a concern, a set CP - “…groups of people who share a concern, a set of problems, a passion about a topic, and who of problems, a passion about a topic, and who deepen their knowledge and expertise in this area deepen their knowledge and expertise in this area by interacting on an on-going basis” (by interacting on an on-going basis” (Wenger, Mc Dermott & SnyderWenger, Mc Dermott & Snyder, 2000), 2000)

CP - “a group of professionals and other stakeholders in CP - “a group of professionals and other stakeholders in pursuit of a shared learning enterprise, commonly focused pursuit of a shared learning enterprise, commonly focused on a particular topic” (on a particular topic” (BuyesseBuyesse, , SparkmanSparkman & Wesley 2003: 266 & Wesley 2003: 266).).


Community of Practice is essentially a process of Community of Practice is essentially a process of collective learning based on three basic features: collective learning based on three basic features:

– An identity defined by a shared domain of An identity defined by a shared domain of interest; interest;

– Relationships that enable to learn form each Relationships that enable to learn form each other – engage in joint activities and discussions, other – engage in joint activities and discussions, help each other and share information- and help each other and share information- and

– A shared repertoire of resources – experiences, A shared repertoire of resources – experiences, stories, tools and ways of addressing recurring stories, tools and ways of addressing recurring problems - in short a shared practice problems - in short a shared practice ((Etienne Wenger (2004)Etienne Wenger (2004)

The Network: CreationThe Network: Creation

Between 6th and 8th of July 2005, an international Between 6th and 8th of July 2005, an international seminar was organised by the International Bureau seminar was organised by the International Bureau of Education (IBE/UNESCO, Geneva) based upon two of Education (IBE/UNESCO, Geneva) based upon two objectives:objectives:

Discuss, improve and agree upon a document Discuss, improve and agree upon a document for the implementation of a Global Network of for the implementation of a Global Network of Curriculum Developers as a Community of Curriculum Developers as a Community of Practice within an agenda for over-all Practice within an agenda for over-all improvement of quality of Education for All improvement of quality of Education for All (EFA).(EFA).

Establish a set of activities for the Establish a set of activities for the development of the Community of Practice for development of the Community of Practice for the years 2005-2006.the years 2005-2006.

The Network: RolesThe Network: Roles

The experts gathered agreed on the creation of a The experts gathered agreed on the creation of a Community of Practice as a Global Network of Community of Practice as a Global Network of Curriculum Developers in order to improve Curriculum Developers in order to improve curriculum change leading to a better fulfilment of curriculum change leading to a better fulfilment of the Education for All (EFA) goals. the Education for All (EFA) goals.

They concurred with the idea that the Community They concurred with the idea that the Community of Practice is a powerful way of supporting of Practice is a powerful way of supporting curriculum capacity building in issues related to curriculum capacity building in issues related to leadership, change, management and evaluation leadership, change, management and evaluation within an approach based on genuine respect of within an approach based on genuine respect of diversity as a founding concept of the proposal. diversity as a founding concept of the proposal.

As a result of the seminar, the participants also As a result of the seminar, the participants also agreed on an agenda of activities to be developed agreed on an agenda of activities to be developed during the years 2005-2006. during the years 2005-2006.

How would the GNCD function?How would the GNCD function?1. The Chart: Members 1. The Chart: Members

Members:Members:

Any person or institution that is working in Any person or institution that is working in curriculum, either in its study, design and curriculum, either in its study, design and implementation or in its follow up and evaluation, implementation or in its follow up and evaluation, can become a member of the Community of can become a member of the Community of Practice. Practice.

In its initial organizational framework, the In its initial organizational framework, the Community of Practice consists of:Community of Practice consists of:

– A Coordinating TeamA Coordinating Team– Regional Focal PointsRegional Focal Points– National membersNational members– Associate network members and sponsoring Associate network members and sponsoring

institutions and persons (see chart below)institutions and persons (see chart below)

How would the GNCD function?How would the GNCD function?1. The Chart: Coordinating Team 1. The Chart: Coordinating Team

Coordinating Team is made up of: Coordinating Team is made up of:

– The Director of the International Bureau of Education (IBE) as The Director of the International Bureau of Education (IBE) as its chairman, its chairman,

– The IBE Community of Practice Administrator and The IBE Community of Practice Administrator and – The Regional Focal PointsThe Regional Focal Points

The Coordinating Team is responsible for the management, The Coordinating Team is responsible for the management, content, follow up and evaluation of the Community of Practicecontent, follow up and evaluation of the Community of Practice

The Coordinating Team is expected to hold an annual meeting The Coordinating Team is expected to hold an annual meeting for planning and evaluating activities called by the IBE Director.for planning and evaluating activities called by the IBE Director.

The IBE Community of Practice Administrator are to lead, The IBE Community of Practice Administrator are to lead, manage and follow up the activities agreed between the IBE and manage and follow up the activities agreed between the IBE and the Focal Points within the IBE Medium Term Strategy 2002 to the Focal Points within the IBE Medium Term Strategy 2002 to 2007. 2007.

How would the GNCD function?How would the GNCD function?1. The Chart: 1. The Chart: Regional Focal PointsRegional Focal Points

Regional Focal Points are those persons Regional Focal Points are those persons responsible for designing, managing and following responsible for designing, managing and following up activities and projects in each defined region up activities and projects in each defined region within the framework of planned activities agreed within the framework of planned activities agreed between IBE and Focal Points.between IBE and Focal Points.

Through the focal points we can cover the following Through the focal points we can cover the following regions: regions:

– Africa: Eastern, Northern, Southern and Western Africa: Eastern, Northern, Southern and Western Africa;Africa;

– Arab Gulf States; Arab Gulf States; – Asia: Pacific and China; Asia: Pacific and China; – Europe: Baltic States, Central Europe, Eastern Europe: Baltic States, Central Europe, Eastern

Europe, Former Soviet Union and Northern Europe, Former Soviet Union and Northern Europe;Europe;

– Latin American and the Caribbean: South and Latin American and the Caribbean: South and Central America and the CaribbeanCentral America and the Caribbean

How would the GNCD function?How would the GNCD function?1. The Chart: Other Members1. The Chart: Other Members

National members: persons and/or institutions belonging National members: persons and/or institutions belonging to public and/or private institutions, who work in such to public and/or private institutions, who work in such places as Ministries, curriculum making-bodies, places as Ministries, curriculum making-bodies, universities, colleges, foundations and agencies of universities, colleges, foundations and agencies of technical cooperation. National members receive all technical cooperation. National members receive all types of Community of Practice resources, and as a types of Community of Practice resources, and as a counterpart, they contribute through curriculum projects counterpart, they contribute through curriculum projects and activities.and activities.

Associate network members are those persons and/or Associate network members are those persons and/or institutions who work with curriculum issues from institutions who work with curriculum issues from different standpoints, mostly in relation to design and different standpoints, mostly in relation to design and management, development of curriculum agendas, management, development of curriculum agendas, technical cooperation and follow-up and evaluation technical cooperation and follow-up and evaluation research.research.

Sponsoring institutions and persons are those willing to Sponsoring institutions and persons are those willing to endorse and support different efforts in order to improve endorse and support different efforts in order to improve curriculum design and implementationcurriculum design and implementation

How would the GNCD function?How would the GNCD function?1. The Chart: 1. The Chart:

IBE DIRECTOR

IBE ADMINISTRATORANIMATES - ARTICULATES

FACILITATESANIMATES

REGIONAL FOCAL POINTCOORDINATES

ANIMATESBRIDGES GAPS

ASSOCIATE MEMBERSSPONSORING INSTITUTION

PERSONS/INSTITUTIONSDIFFERENT IDEAS

FINANCIAL AID

NATIONAL MEMBERSPERSONS/INSTITUTIONS

GIVES - RECEIVES

RECEIVES

How would the GNCD function?How would the GNCD function?1. The Structure of the Community of Practice1. The Structure of the Community of Practice

The Community of Practice structure will be The Community of Practice structure will be developed within the UNESCO guidelines for developed within the UNESCO guidelines for designing and maintaining websites. designing and maintaining websites.

The selection of the software that will support the The selection of the software that will support the different types of interactions between the network different types of interactions between the network members is to be based on its ease of use and on a members is to be based on its ease of use and on a developmental approach towards the consolidation developmental approach towards the consolidation of the Community of Practice. of the Community of Practice.


The Community of Practice structure will be The Community of Practice structure will be developed within the UNESCO guidelines for developed within the UNESCO guidelines for designing and maintaining websites. designing and maintaining websites.

The selection of the software that will support the The selection of the software that will support the different types of interactions between the network different types of interactions between the network members is to be based on its ease of use and on a members is to be based on its ease of use and on a developmental approach towards the consolidation developmental approach towards the consolidation of the Community of Practice. of the Community of Practice.


The structure will cover: The structure will cover:

1.Presentation1.Presentation2. Community of Practice Newsletter2. Community of Practice Newsletter3. Scheduled activities3. Scheduled activities4. On-line assistance service4. On-line assistance service5. Thematic Browser 5. Thematic Browser 6. Projects6. Projects7. Curriculum resources7. Curriculum resources8. Links (UNESCO regions)8. Links (UNESCO regions)

The Main Activities of the NetworkThe Main Activities of the Network

The main activities are: The main activities are:

Preparation of the Newsletter of the Community of Practice; Preparation of the Newsletter of the Community of Practice;

Dissemination and expansion of curriculum resources between Dissemination and expansion of curriculum resources between and within regions; and within regions;

Design of the Community of Practice website; Design of the Community of Practice website;

Preparation and implementation of regional activities such as Preparation and implementation of regional activities such as seminars and workshops; seminars and workshops;

Identification and description of networks specializing in Identification and description of networks specializing in curriculum issues; curriculum issues;

Preparation of the 2006 IBE Forum on Curriculum change for Preparation of the 2006 IBE Forum on Curriculum change for Quality EducationQuality Education

Design and implementation of research and comparative studies.Design and implementation of research and comparative studies.

The Expectations towards the NetworkThe Expectations towards the Network

Establish a common and solid setting to share and Establish a common and solid setting to share and communicate ideas, experiences communicate ideas, experiences

Emphasise the role of the Community of Practice as Emphasise the role of the Community of Practice as a catalyst for international cooperationa catalyst for international cooperation Clear definition of its organisational framework Clear definition of its organisational framework (roles and functions of the IBE and the Focal Points- (roles and functions of the IBE and the Focal Points- see 4.3.) and the geographical scope of each see 4.3.) and the geographical scope of each region, a sound combination of idealism and region, a sound combination of idealism and realismrealism Discuss in depth the different experiences of Discuss in depth the different experiences of educational changes underway in a comparative educational changes underway in a comparative perspective, especially in regard to issues linked to perspective, especially in regard to issues linked to competenciescompetencies

The Expectations towards the NetworkThe Expectations towards the Network

Establish a common and solid setting to share and Establish a common and solid setting to share and disseminate models and experiences of teacher disseminate models and experiences of teacher training, not only including good and promising training, not only including good and promising practices, but also the failures and their practices, but also the failures and their consequences. consequences.

Avoid advocating and establishing a unique Avoid advocating and establishing a unique pathway to curriculum change pathway to curriculum change

Promote a worldwide dissemination and analysis of Promote a worldwide dissemination and analysis of curriculum tools and resources curriculum tools and resources

Link the Community of Practice activities to assist Link the Community of Practice activities to assist and strengthen the curriculum reforms underwayand strengthen the curriculum reforms underway

Documents

Networking for Change in Curriculum Development Creation of a Global Network of Curriculum Developers as a Community of Practice Dakmara Georgecu Country