The Epistemological Fog in Realising Learning to Learn in European Curriculum Policies

From Section:
Theories & Approaches
Countries:
England,, United Kingdom
Published:
Jul. 01, 2012

Source: European Educational Research Journal, Volume 11 No. 3, 2012, pages 400–412.

The European Union is concerned about the economic prospects of its member states as they have to compete against newly emerging economies with lower wages and high ambitions.
Part of the strategy to deal with this economic shadow is to create a knowledge economy, but in order to achieve this, a shift to a competence-based curriculum model is seen as critical.

This article describes the accounts of school students regarding the difference between traditional and competence-based models.

The participants were school students from two projects in England focused on enquiry and learning competence.

The data demonstrate the tensions caused by pupils’ perceptions of the demands of summative assessment systems, which reflect a very different epistemology from experiential/competence models.

The authors conclude that greater pedagogical literacy, attention to professional development, assessment reform and engaging students as partners in curriculum reform are needed.


Updated: Nov. 26, 2019
Keywords:
Curriculum development | Education policies | Educational change | Epistemology | Student attitudes | Summative evaluation | Teaching methods