INTERNATIONAL COMMITTEE FOR CURRICULUM REFORM (GROUP 29C)
International Committee for Curriculum Reform
Sinéad Holohan, Roshni Ajodhia, Colin Guscott, Aaron Wilson
University of the People
EDUC 5220-01 Curriculum Design - AY2022-T4
Dr. Michael Shaffer
May 18, 2022
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INTERNATIONAL COMMITTEE FOR CURRICULUM REFORM (GROUP 29C)
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Reflection
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Curriculum Reform
English as a Foreign Language (EFL) in South Korea
Mathematics in Suriname (For students with special needs)
Information Technology in Jamaica
Technology in Liberia
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Conclusion
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References
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Reflection
As our group consists of individuals from a variety of different backgrounds, we made
the choice to conduct our task as an international committee composed of educators from around
the world. Although our individual mind maps were centered around extremely different subjects
and societies, there were some commonalities between us. For example, both South Korea and
Jamaica are attempting methods of reform, but these attempts are not as successful as they
should be.
Although the diversity of our group benefited us in a lot of ways, it also led to obstacles
in relation to truly understanding the issues each of us faces in our current education system.
Reforms that may be beneficial in Liberia may be irrelevant to Suriname due to the lack of
overlap between our two country's methods of education. This led to plenty of discussion
between group members but also gave us amazing insight into the problems each group member
struggles with within their own educational context.
Feedback shared between group members was given with the goal of improving the
overall quality of the paper, and remained polite and helpful at all times. We did not experience
any instances of true discourse and were able to evolve our understanding of educational reform
in the process of sharing our own experiences.
We discovered that despite our differences, all of us have both similar and different
struggles, and despite the distance between our countries, some problems in education are
universal. We hope that in the coming years, education will continue to improve with the help of
technology and study, and that future generations of teachers will continue to collaborate and
make education better.
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Curriculum Reform
Curriculum refers to the academic teachings and information taught in a school, course,
or program. Curriculum is frequently characterized as the courses given by a school in
dictionaries. Curriculum typically refers to the knowledge and skills students are expected to
learn, including the learning standards or learning objectives they are expected to meet; the units
and lessons that teachers teach; the assignments and projects given to students; the books,
materials, videos, presentations, and readings used in a course; and the tests, assessments, and
other methods used to evaluate student learning (The Glossary of Education Reform, 2013).
Since curriculum is one of the pillars of effective schooling and teaching, it is frequently
the target of reform, the majority of which aim to either enforce or promote more curricular
uniformity and consistency across the country, states, schools, grade levels, subject areas, and
courses. Curriculums are usually targeted for improvement or utilized to leverage school
improvement and promote teacher effectiveness (The Glossary of Education Reform, 2013).
English as a Foreign Language (EFL) in South Korea
As an educator of middle school students in the subject of English language and with
input from my team, I would suggest reform in our curriculum in the following three areas:
1. The single-minded focus on high test scores,
2. The practice of teaching concepts irrelevant to real-world situations,
3. The lack of support for students with intellectual and physical disabilities, and those who
struggle with the teaching methods commonly utilized in the South Korean education
system.
Despite the intense efforts of the Korean government, educational reform still remains an
important social issue in the country (Education Reform, n.d.). Every year, the situation seems to
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worsen, and governmental attempts never seem to do enough to improve the underlying issues
present in all aspects of education here. South Korean education as a whole places a high priority
on perceived success and high test scores. The applicability of education post-graduation is
rarely the focus of secondary level schools, and thus, this single-minded focus on examinations is
one of the more important aspects of the curriculum that is in dire need of reform. College
entrance admission exam results are commonly considered an indicator of a person’s “future
prospects for employment, income, as well as the creation of personal networks” (Kang, 2019,
para. 7). The subject of English as a foreign language is particularly guilty of focusing on
examinations. Irrelevant vocabulary and overly complicated grammatical points feature
commonly on university test papers, and general education suffers as a result of this. Therefore,
it is necessary that reforms be made to EFL curricula so that the learning of English is prioritized
over the memorization of key terms and phrases.
The next area that should be subject to reform is connected to the point above. Generally,
the South Korean English curriculum does not focus on the actual teaching of the language so
that it can be used in real-world situations, but rather on overly complicated key terms and
phrasing that may appear on university admission transcripts. An example of such a transcript
can be seen below:
Figure 1.
The first page of the English test of the 2018 CSAT.
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As can be seen in Figure 1., the questions asked of students are difficult even for native
speakers of English to answer. Students are expected to decipher minute details that are almost
impossible to identify. We would therefore reform the system by removing such examination
techniques, and teaching students with a focus on developing their spoken language abilities and
their understanding in conversation. This idea is in alignment with suggested reforms proposed
by the Ministry of Education which relate to an introduction of alternate methods of university
admission such as “essays based on the French baccalaureate system, extra-curricular activities,
academic awards, volunteer work, recommendation letters, transcripts, and the high school GPA”
(Kang, 2019, para. 15).
The third and final area for reform would be South Korea’s lack of assistance provided to
students with intellectual and physical disabilities and those who fail to keep up with the
fast-paced curriculum utilized in most schools. Such students are present in regular schools and
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are often left unsupervised and unsupported. South Korea’s education system aims to be
inclusive, but the needs of many students often go unnoticed or ignored (You, 2017). It is
common for such students to become lost in the system; they are generally incorporated into
regular classes instead of being provided with the assistance they require and the understanding
from teachers that would permit them to participate successfully in classes. Public schools lack
even the most basic of support for students as there are still issues with prejudices and
misunderstandings in modern Korean society (Bak, 2017). It is, therefore, necessary for reforms
to take place so that curricula can be augmented to meet the needs of such students rather than
leaving them behind. When test scores are prioritized over education, we know that we are
traveling down the wrong path in our education system.
Mathematics in Suriname (For students with special needs)
As a primary school educator for students with special needs in the subject of
mathematics and with input from my team, I would suggest reform in our curriculum in the
following three areas:
1. How we go about teaching arithmetic in relation to the cognitive, social, and moral
development of students,
2. Educational techniques and methodology,
3. The use of tools in the process of learning.
The Ministry of Education aims to develop the Surinamese people. This also includes
children with special educational needs as special education in Suriname is still evolving (Orie et
al., 2014). To date, several policy programs have been proclaimed in support of this endeavor,
and investigations are being conducted into the need for the development of new methods of
teaching the subject arithmetic. It is devoted to the cognitive, social, and moral development of
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students. Attention is also paid to the learning level of the students and to the extent to which
they are supported at home. Such investigations should continue, and further reforms with these
concepts in mind should be conducted.
The individuals who will be involved are teachers and school leaders, and curriculum
developers. The policymakers are familiar with the policy of the Ministry and can follow the
right path. The teachers and school leaders are familiar with the methodology in the schools and
the teaching method. The curriculum developers have the knowledge to draw up a suitable
curriculum. Focus groups will be created. These focus groups consist of special education. They
are asked if they are familiar with adaptive education and what materials they use or need for
teaching.
Within the current system, books from regular education and the old system are used. In
primary education, students are taught to demonstrate by the teacher. The following methodology
can be used for the students. The subject matter is then adapted and the subject matter becomes a
choice of the subject matter to be treated. Students are assessed through work. To map out the
student's initial situation, the teacher tests the child. Each species is unique, so there is no fixed
starting situation. Furthermore, mathematics can be adapted and replaced by social mathematics.
Attention is paid to learning the basic skills that are needed such as recognizing numbers,
counting, and multiplying parts. It starts with a class discussion to visualize the students' ability
and knowledge about the lesson. In the math subjects, the teacher gives assignments to the
species where the species is known in advance. If a student picks up on this quickly, the teacher
moves to a higher level. If there are students who have no knowledge of the subject matter past
the teacher adheres to. They work with the printer children and are put to work. After this, the
subject matter with the quieter children. Visual material, music, games, singing, and dancing are
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used. Calculations also work with visibility in the environment. Within math education, the
lesson is provided as in regular education, how it is experienced by the students; be able to give
answers and others give written answers. Take the lesson neatly at a walking pace and start with
the subject where the child can absorb the lesson. Calculation cubes, caps, stones, beads, hundred
fields, drawings in books, and the program Ambrasoft for the calculation subjects are used as
tools.
Information Technology in Jamaica
As an educator in the subject of Information Technology and with input from my team, I
would suggest reform in our curriculum in the following three areas:
1. Information Technology in rural areas,
2. Technological availabilities for teachers,
3. Globalization of learning communities.
Curriculum reform addresses issues and concludes that curriculum reform should adhere
as closely as possible to the current wisdom of educational innovation and change strategy,
adhere to a clear vision, mission, and chosen educational paradigm, and pay attention to
stakeholders, context, culture, and politics. The design should permit the emergence of
unforeseen outcomes. Implementation requires meticulous planning and monitoring, and
assessment should be multidimensional (PubMed Central (PMC), 2017).
With the development of the new curriculum reform, information technology has
gradually permeated all levels of school education and teaching activities, and education
administrative departments have spent a great deal of money to create the ideal environment for
the development of information teaching. However, the implementation of information-based
instruction has not yielded the intended outcomes, particularly in the vast rural regions. This
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curriculum reform study performs field visits and surveys in order to comprehend the obstacles
that impede the advancement of teachers' information technology application skills in rural
regions. It is discovered that teachers' lack of self-improvement motivation, initiative, and
excitement and the absence of long-term systematic training and follow-up support are the
primary factors limiting the growth of rural teachers' information teaching (Yang, 2021).
In the process of carrying out an education reform for classes in information technology
and utilizing technology to improve curriculum and instruction, we would establish a setting that
makes the most of the opportunities offered by technology in terms of the production and
distribution of information, therefore facilitating the speedy adoption of best practices and the
creation of curricula and competency standards.
During the course of our investigation to determine the most effective policy, strategies,
and curriculum, we actively engage and collaborate with gurus from all over the world in the
field of information and communication technology (ICT), as well as with members of the labor
force and large corporate businesses. In addition to this, we work to cultivate a respectful
learning community comprised of many stakeholders that embrace common values in order to
propel innovation and technology all over the world. As a direct result, we provide a curriculum
that is of world-class standard.
Technology in Liberia
As an educator in the subject of Technology and with input from my team, I would
suggest reform in our curriculum in the following three areas:
1. Integration of technology into education,
2. Technological availabilities for teachers,
3. Management of issues related to the incorporation of technology into education.
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Technology is affecting one-of-a-kind elements of our life. In the studying environment,
the integration of technological improvements may be useful and complex for students. Within
the lecture room and studying environment, the era may be useful and complex for students. To
begin with, as Henson (2012) points out, technology plays an important role in assisting teachers
in properly personalizing education. Firstly, Students in my environment are required to
complete narrative inquiry assignments in which they reflect on their own personal experiences
and challenges, in addition to classroom activities. As a result, the online platform allows me to
provide personalized feedback to each pupil. I utilize the chat option to make instant feedback
more interactive on occasion. Giving the proper teaching to the right student at the right moment
encourages pupils to learn on their own.
Secondly, Technology enhances the enjoyment and effectiveness of learning activities.
My students play a game called Slither to experience and reflect on the freedom of choice
concept, and the class atmosphere is so vibrant and engaging as a result of my gamification
efforts. Furthermore, because I create gamification activities with a clear learning goal in mind,
students not only learn what I want them to learn, but they are also motivated to reflect more
thoroughly on the activities. I believe that the reason for this fruit is that when people love doing
something, they learn more effectively.
Third, as Delaney, Delaney, & Cdw (2011) explain, "The key to successfully integrating
technology is persuading teachers that they can accomplish something with it that they can't do
without it" (para. 4), I can't help myself from incorporating technology into the learning process.
Virtua reality games assist pupils in better comprehending difficult theories and concepts. The
automated chatbots allow students to practice mindfulness for longer periods of time anywhere.
Teachers can use brain wave measurement instruments to accurately assess students' practice
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progress. Traditional teaching approaches will never be able to attain such results. We can see
that technology brings multiple benefits, which encourage proactive learning, and personalized
teaching, as well as help students, conquer complex knowledge. However, it also has some
drawbacks.
Technology can make education activities become less flexible. This disadvantage is very
clear when I use chatbot technology for inquiry-based teaching. My question map never satisfies
the diverse situations of different students. In class, we can ask and answer questions
interactively, but it is quite difficult to do such things with any specific software. It is because,
even though artificial intelligence, the software is programmed to work with fixed activities only.
Students may develop an addiction to the virtual world since virtual reality and fascinating
games provide greater experiences than traditional materials such as books and whiteboards. As
a result, pupils become increasingly disconnected from real-life human interaction, and they may
even be terrified of talking verbally. Everything can be transferred with a single click or
emoticon. Even when my class has moved on to another activity, a few kids occasionally
continue to play the game.
The use of era drives much-hidden expenses. Because we can't take gain of the brand new
era with human beings of the equal antique mindset, if we do now no longer make investments
greater in human capital in addition to studies and improvement activities (R&D) in curriculum
reform, the funding in era that we equip will become a massive waste. Moreover, integrating
superior era like Augmented Reality, Virtual Reality, Mixed Reality (AR/VR/MR), robotics, and
Artificial Intelligence (AI) calls for massive finance now no longer most effective for purchasing
the system however additionally for paying a better income and schooling expenses for
paradigm-shifted teachers, technical team, and administrators.
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Technology clearly has positives and cons once employed in education. In my purpose of
view, the advantages of group action technology in the course of study are outweighed and want
to be embraced by fashionable educators, because, as Jim Henson (2012) comments,
“[technology] is absolutely serving to our students be totally engaged in a very long pursuit of
learning, and it's providing our academics with the tools and time to be the mentors they
invariably unreal they might be”. The key to taking high advantage of this investment, teachers
should be trained to be authentic educators, who really create the education of kinsfolk happens.
Since, in essence, technology is simply a tool
Conclusion
Although each member hails from an educational context completely unique to the other,
all of us share the same dedication to improving the situations of our students. We all endeavor to
create a system of education that treats all students with equity and ensures that all subjects are
taught with the goal of creating lifelong learners. There is a long way to go in relation to reform,
but it is through the work of this current generation of educators that reform can succeed. All of
us share this goal of reform, and hopefully, by the time our tenures as teachers end, the next
generation can take up the mantle of an improved and beneficial system of education for all
involved.
With the reforms proposed above, we hope that education in each of our countries can
continue to improve and that our students can fulfill their goals within a system that focuses on
helping rather than hindering them.
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References
Bak, S. (2017, September 17). [Newsmaker] Disabled students in South Korea struggle to find
right school. The Korea Herald.
http://www.koreaherald.com/view.php?ud=20170917000140
Delaney, M., Delaney, M., & Cdw. (2011, November 01). Training Teachers to Integrate
Technology.
https://edtechmagazine.com/k12/article/2011/11/training-teachers-integrate-technology
Figure 1. The first page of the English test of the 2018 Csat. Park, s., 2018. Photograph.
https://m.koreatimes.co.kr/pages/article.asp?newsIdx=258803
Henson, A. (2012, May 1). Why Technology is Essential in Curriculum and Content Alignment.
http://www.internetatschools.com/Articles/Editorial/Features/Why-Technology-Is-Essenti
al-in-Curriculum-and-Content-Alignment-5bAvailable-Full-Text2c-Free5d-82253.aspx
Kang, H. (2019, February 8). The way to college: Is South Korea ripe for educational reform?
Institute for Security and Development Policy.
https://isdp.eu/south-korea-educational-reform/
Orie, H., Schoenmaker L. & Wing Van T. (2014). Samen Duurzaam Onderwijs Realiseren: De
inzet van effectieve interventies in Suriname. Uitgeverij Lannoo Campus, Belgie.
PubMed Central (PMC). (2017, December 31). www.ncbi.nlm.nih.gov.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5991462/
The Glossary of Education Reform. (2013, May 15). www.edglossary.org.
https://www.edglossary.org/curriculum/
Yang, S. (2021, August 25). Investigation and Analysis on the Information Technology
Application Ability of Primary and Secondary School Teachers in Rural Areas of
INTERNATIONAL COMMITTEE FOR CURRICULUM REFORM (GROUP 29C)
Xianyang City | Atlantis Press. www.atlantis-press.com.
https://www.atlantis-press.com/proceedings/icmetss-21/125960175
You, S.-sun. (2017, August 9). Disabled children struggle with schooling. National.
https://www.koreatimes.co.kr/www/nation/2017/08/181_234459.html
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