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dc.contributor.authorTahirsylaj, Armend
dc.contributor.authorFazliu, Fitore
dc.date.accessioned2021-10-13T06:05:40Z
dc.date.available2021-10-13T06:05:40Z
dc.date.created2021-09-30T22:21:07Z
dc.date.issued2021
dc.identifier.issn1056-4934
dc.identifier.urihttps://hdl.handle.net/11250/2789469
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleFrom Content- to Competence-Based Curricula – An Educational Account of Curriculum Policy in Kosovoen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.source.journalEuropean Education : Issues and Studiesen_US
dc.identifier.doi10.1080/10564934.2021.1971541
dc.identifier.cristin1941753
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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