From Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovo
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/2789469Utgivelsesdato
2021Metadata
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- Institutt for lærerutdanning [3819]
- Publikasjoner fra CRIStin - NTNU [38525]
Originalversjon
10.1080/10564934.2021.1971541Sammendrag
This qualitative study examines the changes introduced in curriculum policy in Kosovo in the latest curriculum reform of 2011. Framed by curriculum and didaktik education traditions theoretically, the findings reveal that introduction of key competences and associated learning outcomes in 2011 marked the most substantial departure from the previously content-based curriculum policy in place. It is concluded that European education trends provided the macro narrative and legitimation for the 2011 competence-based curriculum reform in Kosovo.