Using the curricula from other countries for inspiration for online teaching

Today I received a query about whether it is possible to “get access to another country’s curriculum, in this case Germany”. The person posting the question is looking at some possible models to teach online. So, I set about doing a wee bit of online sleuthing.

The International review of curriculum and assessment frameworks (Sharon O’Donnell, June 2001)has a good overview of many countries’ curricula including New Zealand, Italy, Switzerland, Germany, Canada, France, Japan, Hungary etc. For Germany, it is indicated that “There are over 3,400 individual subject curricula in Germany” (p. 12) and :

“There is no national curriculum in Germany. The Ministries of Education of the individual regional authorities (Länder) develop their own region-wide curricula, with which schools must comply” (p. 12)

So – no central area to access curricula for Germany. INCA (Qualifications and Curriculum Development Agency) do provide and overview of curricula and curriculum development in Germany, as well as information about many other countries. (And good old Wikipedia has a general description of education in Germany if you were keen just to know more from a general point of view!).

The National Report on Curriculum Innovation in Germany covers all sectors, and has a specific focus on language and language teaching. Also, the Appendix on Page 50 has some interesting links and information, and the document also has a really useful reference list with hyperlinks to further resources (pages 51 to 54).

However, the following do have access to their curricula online:

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About ictenhancedlearningandteaching

I am a director and consultant at Ethos Consultancy NZ (http://www.ethosconsultancynz.com/). I have a keen interest in all aspects of ICT Enhanced Learning and Teaching (ICTELT) where the focus lies on ways of scaffolding and empowering learners. In particular, I am interested in the way that creative, blended approached to Academic Professional Development can create trust, rapport and encourage reflective practice. As such, ICTELT is approached from facilitation, design, evaluation and assessment as opposed to the tools and what they can offer. I am a strong advocate of the potential of Web 2.0 to empower learners from all walks of life and cultures, especially after my experiences working for 6 years in the Middle East. In particular, I am interested how ePortfolios can be used in the VET sector (especially where Literacy and Language challenges are faced), in Recognition of Prior Learning, and in authentic, applied assessment. I have been involved with designing and developing ICTELT approaches and programmes for ten years. Following research informed approaches and design, I apply a qualitative, iterative process to evaluate the effectiveness of interventions, programmes and tools, encouraging learners' voices and input from all stakeholders.
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