EDU402 Glossary

EDU402 · Glossary ·  Attitude

A learned tendency or readiness to evaluate things or react to some ideas, persons or situations in certain ways, either consciously or unconsciously. Attitudes are underpinned by values and beliefs and have an influence on behaviour.

 Awarding body

An organization or consortium, recognized by the regulatory authorities, whose purpose is to award accredited qualifications.

 Basic education

The foundation for lifelong learning and human development on which countries may build, systematically, further levels and types of education and training. (Source: UNESCO 1992). Basic education typically comprises primary and lower secondary education, and increasingly one or more years of pre-primary education. It usually encompasses compulsory schooling.

 Basic learning needs

Needs which comprise both essential learning tools (such as literacy, oral expression, numeracy, and problem solving) and the basic learning content (such as knowledge, skills, values, and attitudes) required by human beings to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully in development, to improve the quality of their lives, to make informed decisions, and to continue learning. The scope of basic learning needs and how they should be met varies with individual countries and cultures, and inevitably, changes with the passage of time. (Source: UNESCO 1992).

 Basic skills

The fundamental knowledge (i.e. declarative and procedural) as well as operational aspects of knowledge needed for learning, work and life. Within the curriculum, literacy and numeracy are normally considered as foundational, essential or basic skills. The term can include a range of skills that individuals need to live successfully in contemporary society.

 Benchmark

A reference point or standard against which performance or achievements can be assessed. (Source: OECD 2002).

 Benchmarking

A systematic process of comparing the activities, processes and/or performance of a programme, organization, country, learner, etc. against a theoretical, political or existing reference with the aim of identifying ways to improve performance. (Source: CEDEFOP 2011).

 Carrier subject

A subject that by its scope and nature is more likely to help learners develop certain knowledge, skills and attitudes that are not the domain of a single subject. An example is environment and sustainability ‘carried by’ biology and geography.

 Child-centered approach

Placing the child at the notional center of the learning process in which they are active participants. Involves giving children choices of learning activities, with the teacher acting as facilitator of learning.

 Child-friendly

A supportive educational and community environment that is inclusive, healthy, friendly, protective and rights based. The Child-Friendly School model, developed by UNICEF, promotes inclusiveness, gender-sensitivity, tolerance, dignity and personal empowerment.

 Core curriculum

The body of knowledge, skills and attitudes expected to be learned by all students, generally related to a set of subjects and learning areas that are common to all students, such as languages, mathematics, arts, physical education, science and social studies.

 Curriculum adaptation

A process of adjusting the existing curriculum to meet the diverse needs of learners of all abilities.

 Curriculum alignment

A process aimed at ensuring coherence and consistency between the intended outcomes as specified in the formal curriculum and teaching methods, assessment tasks, and learning activities in the classroom.

 Curriculum change

Modifications introduced in the curriculum to improve or adapt it to new circumstances or priorities. This can be done through: minor adjustments that do not affect the curriculum structure; modernization to ensure that the curriculum remains current and relevant, reflects new developments in society and adequately prepares learners for life; innovation that brings new approaches and solutions; and large scale, system-wide reform that entirely reshapes the existing curriculum.

 Curriculum Design

Curriculum design is the planning period when instructors organize the instructional units for their course. Curriculum design involves planning activities, readings, lessons, and assessments that achieve educational goals.

 Curriculum Evaluation

Curriculum evaluation is an essential phase of curriculum development. Through evaluation a faculty discovers whether a curriculum is fulfilling its purpose and whether students are actually learning.

 Developmental curriculum

A curriculum designed for learners with severe cognitive impairments reflecting their developmental stage. It should be age and developmentally appropriate, rather than merely being a curriculum designed for younger learners. Such a curriculum, while taking specific challenges into account, should nevertheless contribute to fully developing the learner’s potential

 Diagnostic assessment

Assessment aimed at identifying a learner’s strengths and weaknesses with a view to taking necessary action to enhance learning. Also used prior to the teaching and learning process to appraise the learner’s readiness or level of achievement.