AUTONOMOUS 1: To discuss the approaches to mastering Curriculum and the process of Curriculum.

  Presented by Steeven Pérez “Panama's education system is made up of two subsystems: regular and non-regular. Both offer formal and non-formal education. The regular subsystem is organized around preschool education, primary education, pre-secondary education, secondary education (academic secondary and technical professional secondary) and higher education (post-secondary, non-university and university)” (Inec, 2019) The non-regular education subsystem is aimed at providing education to boys, girls, adolescents, youth and adults who, due to various circumstances and characteristics, were not incorporated into the regular education system. The non-regular education system is made up of permanent education for young people and adults, special education and initial education. The permanent education of young people and adults is aimed at people over 15 years of age with unfinished schooling. Special education is aimed at children, young people and adults who live with disabili

  Presented by Johana Toapanta In Colombia education is defined as a process of personal, cultural and social permanent learning, based on a comprehensive understanding of the human person, its dignity, and its rights and duties. “Our Political Constitution includes the fundamental notes of the nature of educational services. It states, for example, that it is an individual right, a public service that has a social function and that the State is responsible for the regulation and enforcement of the final inspection and supervision of educational services in order to ensure their quality and compliance with its purposes, and for the best moral, intellectual and physical training of students” (Mineducación, 2015) It also states that adequate coverage of the service should be ensured, as well as the necessary conditions for minors to enter and remain in the education system The Vice-ministry of Preschool, Primary and Secondary Education supports the formulation and adoption of policies, p

Presented by Genesis Oñate Goals and Objectives The purposes, goals and objectives of the curriculum explain what is to be done. It attempts to capture what goals are to be achieved, the vision, philosophy, mission statement and objectives. It also clearly defines the purpose and curriculum to be acted upon and sought to be achieved. Based on the National Education Philosophy, provide for holistic development of the children; identify aspects of intellectual, emotional, social, spiritual, and physical growth There are four main factors that affect the formulation of curriculum objectives. These are 1.       Society 2.       Knowledge 3.       The learner 4.       The learning process All of these factors should be considered when selecting and formulating curriculum objectives. Content Selection It is an element or a medium through which the objectives are accomplished. Content or subject matter refers to the body of knowledge that the student will take away when the course is done. It

Presented by Wilma Sopa The curriculum approaches are discussed in this section with a view to provide insights into the nature of the new Basic Education Curriculum in Mozambique. However, the pertinent reflections are made in section 2.3.7. According to Marsh and Willis (1999:18) curriculum approaches are: different ways of thinking about curriculum and of connecting thought with practice, whether the many beliefs and ideas that constitute any particular curriculum approach are made explicit or remain implicit. According to Ornstein and Hunkins (1993) the main curriculum approaches are the following: · Behavioral · Managerial   · Systems   · Academic · Humanist   · Reconceptualist An expository discussion of those approaches follows: The behavioral approach The behavioral approach is the oldest and still the reference approach to curriculum. ―Behaviorism is primarily concerned with observable and measurable aspects of human behaviour (Standridge, 2002). Ac