Goodbye conflict, hello development? Curriculum reform in Timor-Leste

Shah, Ritesh

doi:10.1016/j.ijedudev.2011.04.005

Cited by 49 publications

(22 citation statements)

References 19 publications

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“…For example, the national curriculum is an important mediator of culture and values (Lawton 1973, Saylor et al 1981) which always makes curriculum reforms highly contextual (see e.g. Kelly 2004, Rosenmund 2000; it is involved in building the nation (Georgescu 2008, Wallace & Priestley 2011) and reconstructing its identity (Shah 2012).…”

Section: Theory Of Change In Curriculum Reformsmentioning

confidence: 99%

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Salonen-Hakomäki

Soini

Pietarinen

et al. 2016

Journal of Curriculum Studies

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Section: Theory Of Change In Curriculum Reformsmentioning

confidence: 99%

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Salonen-Hakomäki

Soini

Pietarinen

et al. 2016

Journal of Curriculum Studies

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“…Com base nestes propósitos, entre 2003 e 2009, o governo desenvolveu esforços para a restruturação do currículo do ensino primário (SHAH, 2012). Simultaneamente, com o apoio da United Nations Children's Fund -Unicef -e do Banco Mundial, foram produzidos materiais de apoio e kits para desenvolvimento de atividades práticas de ciências (GABRIELSON; SOARES; XIMENES, 2010).…”

Section: A Restruturação Curricular Dos Ensinos Pré-secundário E Secuunclassified

Currículo do pré-secundário em timor-leste e sua articulação com o secundário geral

Capelo

Cabrita

2017

Cad. Pesqui.

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RESUMO Problemas herdados nas últimas décadas conduziram Timor-Leste a reestruturar os currículos do ensino pré-secundário -EPS -e do secundário geral -ESG. 1 Atendendo à importância de uma adequada articulação vertical ao longo dos ciclos de escolaridade e diante do cumprimento de uma primeira edição completa do EPS, importa estudar se tal currículo está alinhado com o do ESG, em particular no que respeita às Ciências e Tecnologia. Este artigo centra-se na análise do currículo do EPS e na avaliação da sua articulação com o do ESG. Não obstante existam décalages entre o currículo prescrito, o implementado e o apropriado, é relevante haver sintonia no nível dos currículos para uma educação e formação de boa qualidade, fundamentais à consecução dos Objetivos de Desenvolvimento do Milénio. CurríCulo • Ensino sECundário • PolítiCas EduCaCionais • timor-lEstE ABSTRACTProblems inherited from the last decades have led Timor-Leste to restructure its pre-secondary -EPS -and general secondary -ESG -curricula. Considering the importance of an adequate vertical articulation throughout the schooling cycles and before the conclusion of the first complete edition of the EPS, it is necessary to study if such a curriculum is aligned with the one of the ESG, in particular with regard to Science and Technology. This article focuses on the analysis of the EPS curriculum and the evaluation of its articulation with the one of ESG. Notwithstanding the décalages among the prescribed, the implemented and the appropriate curricula, it is relevant to have a fine-tuning at this level to ensure good quality education and training, essential to achieve the millennium development goals.

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“…This, she recognises, needs firm institutional support and a sound teacher education system that would prepare teachers to develop relevant curriculum. In CACs, however, these institutional mechanisms are often absent or significantly under-resourced (Shah 2012a(Shah , 2012b. This notion of relevance and representation, is not without contestation, and sociologists like Young et al (2014) have suggested that there are powerful knowledges, that are potentially denied to those most marginalised when curriculum control is decentralised.…”

Section: Limited Transparency Participation and Representationmentioning

confidence: 99%

“…national actors) may shift. As Shah (2012aShah ( , 2012b identified in the case of Timor-Leste, the precedent and legacy established by a UN-led government in the country's transition to independence had long-lasting legacies on the trajectory which post-conflict reconstruction of the education sector took. International actors, particularly former colonial rulers such as the Portuguese and agencies like UNICEF, approached the process of reform from a tabula rasa approach, leaving less scope for actors at the national and sub-national level to forge an education system which acknowledged the country's complex past, established a path forward that was reconciliatory, inclusive and transformative for all.…”

Section: Strategic Relational Approachmentioning

confidence: 99%

A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding

Cardozo

Shah

2016

Comparative Education

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A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the 'many faces' of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multifaceted relationship between education and projects of social transformation in conflict-affected environments across the globe.

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Goodbye conflict, hello development? Curriculum reform in Timor-Leste

Cited by 49 publications

References 19 publications

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

The way ahead for Finnish comprehensive school? Examining state-level school administrators’ theory of change

Currículo do pré-secundário em timor-leste e sua articulação com o secundário geral

A conceptual framework to analyse the multiscalar politics of education for sustainable peacebuilding

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