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Bringing About Curriculum Innovations: Implicit Approaches in the OECD Area


  • Kiira Kärkkäinen



Different implicit approaches to promoting innovation in education can be explored through the decision making of curriculum – reflecting what is taught to students and how the students are taught. Are innovations in curriculum expected to derive from centrally driven processes? Or has much room been left for those innovations within schools? What kind of role may be played by different stakeholders such as experts, teachers or parents in curriculum innovation? This paper discusses various innovation rationales for the central and school-based approaches to curriculum decision making and provides an overview of OECD education systems in this continuum. In addition to formal decision making, various structural factors that may have an effect on those decisions are analysed and the ways the different stakeholders can influence curriculum innovations discussed. The paper combines various OECD and UNESCO data with a focus on public lower-secondary education. Les politiques sur les programmes scolaires reflètent de manière implicite les façons par lesquelles les systèmes éducatifs cherchent à promouvoir l’innovation dans l’éducation. Les innovations curriculaires sont-elles supposées venir de processus centralisés ? Ou a-t-on laissé beaucoup de marge de manœuvre aux écoles dans ce domaine ? Quel rôle différents acteurs (experts, enseignants ou parents) peuvent-ils jouer dans l’innovation curriculaire ? Ce document discute les différentes raisons liées à l’innovation de soutenir des prises de décision centralisées ou, au contraire, reposant sur les écoles, en matière de programme scolaires. Il situe les systèmes éducatifs des pays de l’OCDE le long de ce continuum décisionnel. Outre les processus de décision officiels, divers facteurs structurels qui peuvent affecter ces décisions sont analysés, et les différents moyens des acteurs d’influencer l’innovation sont discutés. Le papier s’appuie sur différentes données de l’OCDE et de l’UNESCO et se concentre sur le premier niveau d’éducation secondaire.

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  • Kiira Kärkkäinen, 2012. "Bringing About Curriculum Innovations: Implicit Approaches in the OECD Area," OECD Education Working Papers 82, OECD Publishing.
  • Handle: RePEc:oec:eduaab:82-en

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    Cited by:

    1. Oscar Montes Pineda & Luis Rubalcaba, 2015. "Human or technological resources? A dilemma in education provision," Investigaciones de Economía de la Educación volume 10,in: Marta Rahona López & Jennifer Graves (ed.), Investigaciones de Economía de la Educación 10, edition 1, volume 10, chapter 24, pages 469-490 Asociación de Economía de la Educación.

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