Faculty of Education - Theses

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End date: 1999 × Start date: 1990 × Subject: Curriculum planning × Subject: Education and state ×

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    Transforming policy into practice : the implementation of the Curriculum and Standards Framework in primary schools in Victoria
    Meyer, Heather ( 1997)
    This thesis examines individual school use of a newly introduced curriculum policy, the Curriculum and Standards Framework (CSF). Its purpose was to explore how a central policy impacted on individual schools and the processes that occurred within the school to transform CSF policy into classroom practice. It examines the way knowledge relating to CSF policy and other knowledge was transferred and used within schools and the factors that affected this process. The context in which this innovation occurred was examined before considering the determinants and outcomes of policy use. Recent knowledge utilisation theory in the area of policy innovation was used to refine ideas further. It was argued that a major determinant of CSF use was the characteristics of the CSF itself. From this a tentative three level conceptual model for CSF policy use was constructed. Variation in. use, it was reasoned, depended on local capacity to utilise curriculum knowledge. These arguments formed the basis of the research questions. A multiple case study approach was used to determine both the general pattern for CSF use and variations in use. An exploratory approach, gaining data from many sources within each of the sites over time, was utilised. Analysis of the data showed that the conceptual model was appropriate and a single factor, defined as "culture of change", accounted for most of the variation between sites. This factor was a conglomerate of sub-factors concerning structures, knowledge, processes and capabilities within individual school sites. In line with other similar studies, the thesis demonstrated the importance of local factors in policy use. The thesis goes further than other studies of this type by identifying the particular structures, practices and expertise that resulted in informed curriculum policy implementation through effective knowledge utilisation. In particular, the study demonstrated the importance of intensive structured professional interaction to maximise knowledge utilisation.
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    Educational curriculum policy-making and implementation in Sub-Saharan Africa: an international view on issues and concerns
    Bakibinga, Florence ( 1992)
    This study is an international survey of issues and concerns in curriculum policy-making and implementation in Sub-Saharan African countries. The paper begins with a conceptual and theoretical framework that forms a network within which the various curricular concerns find bearing. Thereafter, there is a focus on what has been happening in the area of curriculum in these countries in the past twenty years. Recommendations arising from the review are included. Issues that relate to equity, relevance and distribution of curriculum which need to be given more attention are also considered. To address curricular problems in part of the region, the Pan-African Curriculum Policy Project was launched in 1991. A survey in the form of five questions formed the preliminary stage of the project. An analysis of responses is provided. The study concludes that African countries face similar problems in formulating and implementing curricular issues. There is a need to study these issues systematically and to establish and co-ordinate organisations that will devise means of addressing these issues. In the absence of continued input from without the continent, African countries need to look for solutions from within and to help each other in addressing these issues.