Abstract
This chapter examines elements of curriculum design and evaluation tools. It covers such concepts as curriculum, curriculum purposes defining aims and objectives, curriculum framework, based on the structure and the content, and classroom pedagogy. It discusses seven major models of curriculum: curriculum as unit to be transmitted, inquiry-based curriculum, curriculum as a process, outcome-based education curriculum, curriculum as praxis, the situational curriculum model, and curriculum as a social transformation. It evaluates the nexus between ideology, the state, education policy, and curriculum design. It is concluded that school curriculum is a dynamic, complex, and multilayered policy document, which is interpreted and implemented in different ways from school to school, both locally and globally.
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Zajda, J. (2024). Curriculum Design and Evaluation in the Global Culture. In: Trifonas, P.P., Jagger, S. (eds) Handbook of Curriculum Theory, Research, and Practice. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-21155-3_23
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