Different track - same destination? exploring the potential of 'Curriculum for Excellence' to improve educational practice in Scotland
Mcginley, Brian and Mackie, Gordon (2012) Different track - same destination? exploring the potential of 'Curriculum for Excellence' to improve educational practice in Scotland. Education in the North, 19 (1). ISSN 0424-5512
Preview |
PDF.
Filename: EITN_Issue_19_paper_1_Mackie_McGinley.pdf
Final Published Version License: Unspecified Download (301kB)| Preview |
Abstract
This paper provides a commentary on the current opportunities open to policy makers and educators in developing the new national Curriculum for Excellence (CfE) for Scotland. It identifies areas of commonality between educational professionals from different sectors around the notion of curriculum. It explores different interpretations of the concept of curriculum and uses examples from informal education to highlight how youth workers and teachers could develop useful ways of working together. Further, the paper argues that an expression and prioritisation of values within the CfE policy provides the platform on which they can work more closely together in spite of their historically different pedagogical starting points. Ultimately, the paper seeks to convince both sectors that the CfE can be used creatively to offer an enhanced educational experience for young people in Scotland based on equity and social justice. This is an important and current issue for Education in Scotland and it is a debate which needs to be articulated, if we are to succeed in delivering a service which matches the aspirations of our nation and our young people.
-
-
Item type: Article ID code: 42018 Dates: DateEventJanuary 2012PublishedSubjects: Education > Special aspects of education Department: Faculty of Humanities and Social Sciences (HaSS) > Social Work and Social Policy > Community Education Depositing user: Pure Administrator Date deposited: 13 Nov 2012 11:37 Last modified: 12 Sep 2024 00:38 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/42018