Evaluating International Curriculum Development: Cooperation and Self-Reliance in the Social Studies of Peru, Colombia, and Venezuela.

Autor/in	Ray, Douglas
Institution	Canadian International Development Agency, Ottawa (Ontario).
Titel	Evaluating International Curriculum Development: Cooperation and Self-Reliance in the Social Studies of Peru, Colombia, and Venezuela.
Quelle	(1987), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum Development; Curriculum Research; Developing Nations; Elementary Education; Foreign Countries; International Cooperation; Program Evaluation; Social Studies; Colombia; Peru; Venezuela + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Developing country; Developing countries; Entwicklungsland; Elementarunterricht; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Programme evaluation; Programmevaluation; Gemeinschaftskunde; Kolumbien
Abstract	Educational evaluation is ideally much broader than the examination of students' work at stipulated intervals. It addresses the selection of objectives, the methodology, the capability of management, the adequacy of data sources, the resources required, and even the alternative educational purposes that could be served. This study evaluates the objectives, methods, and results of the first three years of a curriculum development project that began to develop a new social studies curriculum for the first five or six grades of schooling in Colombia, Peru, and Venezuela. The evaluation is part of the process of determining whether further support from Canadian sources should be made available to the project, after an initial three year period of financing by the Canadian International Development Agency, the University of Western Ontario, and McGill University. The evaluation of the project is concerned with three levels of assessment: (1) the management; (2) teacher capacity for autonomous development of their curricula; and (3) children's growth in desired knowledge, skills, and attitudes. In conclusion, the project was termed a success despite its practical and theoretical limitations. (BZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC