Aug 2026· Dynamics of the Romance and Germanic Languages: Trends and Innovations· pp. 194-205· 0 citations· 2 references
Abstract
This study presents the empirical phase of a national research project on monitoring the implementation of the Foreign Language Curriculum (2018-2020) in the education system of the Republic of Moldova. The research is based on previously developed conceptual and methodological frameworks, including the use of an electronic monitoring registry, and analyses how curriculum provisions are perceived and applied in educational practice. This article presents and synthesizes data already collected by another effective and strategic tool - the Questionnaire - addressed to school administrators, teachers, parents, and students. The analysis focuses on the implemented curriculum, the degree of alignment between the designed curriculum and the applied curriculum, as well as the difficulties encountered in the teaching process. The accumulated results highlight both areas of conceptual coherence and significant discrepancies between the prescribed curriculum design and the "lived" educational reality, underscoring the role of empirical feedback and digital tools in formulating reform recommendations, and informing educational decisions.
This study is part of the master's thesis titled ‘Implementation of the National Special Education Policy from the Perspective of Inclusive Education and the National Education Plan at the Anísio Teixeira Municipal School, Niterói/RJ: Experiences and Challenges’, funded by a CAPES research grant. It aimed to analyze the challenges involved in implementing the National Special Education Policy (PNEE) (Brasil, 2008) and the National Education Plan (PNE) (Brasil, 2014), specifically Targets 4 and 15, regarding the school inclusion of students with disabilities. The study considered Specialized Educational Services (AEE) provided in Multifunctional Resource Rooms and higher education teacher formation aligned with the demands of Basic Education. The theoretical-methodological framework is the Critical Theory of Society, grounded in the thought of Theodor Adorno and Max Horkheimer. Procedures, instruments, and data collection and analysis were based on a literature review organized around the categories of public policy, teacher formation, and inclusive education, all viewed through the lens of barriers to school inclusion that perpetuate the segregation of students with disabilities. This work is part of the research project ‘Public Education Policies: Experiences of Teacher Formation, Inclusion, and Violence in Public Schools’. The results revealed progress in the inclusion of students with disabilities within inclusive education policies and in teaching praxis informed by experiences with students with disabilities in inclusive classrooms and AEE provided in Multifunctional Resource Rooms even while acknowledging limitations in recognizing human diversity as a catalyst for democratic education.
Rita de Cássia Galvão Pavan, V. Costa· Revista de Estudos Interdisc...· 0 citations
The MATATAG Curriculum—formally adopted through Department of Education Order No. 013, Series of 2023—represents the most significant revision to the Philippine basic education curriculum since the K-12 reform of 2013, introducing a substantially decongested content framework, restructured Araling Panlipunan scope and sequence, and a strengthened emphasis on foundational competencies and values formation across all grade levels. As MATATAG moved from policy into classroom practice during the 2024-2025 school year, teachers—particularly those in geographically isolated, resource-constrained, and disaster-affected regions such as Eastern Visayas—became the primary mediators of curriculum change, translating ambitious national policy intentions into the daily realities of their classrooms with limited preparation time, uneven professional development support, and instructional material shortages. This qualitative case study explored the experiences, challenges, and pedagogical adaptations of Social Studies teachers implementing the MATATAG Curriculum in Eastern Visayas public secondary schools. Informed by Fullan's (2007) theory of educational change, Ball et al.'s (2012) policy enactment framework, and Shulman's (1986) Pedagogical Content Knowledge construct, the study engaged eighteen (18) purposively selected Social Studies teachers from public secondary schools across the six provinces of Eastern Visayas through in-depth semi-structured interviews, lesson plan document analysis, and focus group discussions. Data were analyzed using thematic analysis following Braun and Clarke (2006). Six core themes emerged: (1) navigating the MATATAG transition without adequate preparation; (2) decongestion experienced as liberation and loss simultaneously; (3) the Araling Panlipunan restructuring and its pedagogical implications; (4) resource misalignment between curriculum intent and classroom reality; (5) locally adaptive curriculum enactment strategies; and (6) the MATATAG curriculum and teacher professional identity reconstruction. Implications for curriculum implementation policy, teacher professional development, and Social Studies education in Eastern Visayas are discussed.
Malenab, Gid Chris Atip· International journal of res...· 0 citations
The National Education Policy (NEP) 2020 is one of the most significant educational reforms introduced in India in recent decades. It aims to improve the quality of education through multidisciplinary learning, digital education, skill development, teacher training, research promotion, and better governance. Although the policy has created several opportunities for educational institutions and learners, its implementation has also faced many practical challenges. This study examines both the opportunities and the challenges associatedwith the implementation of NEP 2020 from the perspective of educational stakeholders. Primary data were collected from 400 respondents, including teachers, students, school administrators, college faculty, and academic professionals, using a structured questionnaire. The questionnaire consisted of demographic questions and statements covering four major dimensions: opportunities created by NEP 2020, implementation challenges, institutional preparedness, and implementation effectiveness. The responses were measured mainly using five-point scales with different response formats to capture diverse opinions. The findings of the study are expected to identify the most influential opportunities and the major barriers affecting successful implementation of the policy. The study will also provide useful suggestions for policymakers, educational institutions, and administrators to strengthen the implementation process and achieve the objectives of NEP 2020 more effectively.
A. Irfan· Global Journal of Emerging T...· 0 citations
The paper analyses the dichotomy between policy directives and the implementation phase of a competence-based curriculum in English language teaching (ELT). The study focused on selected secondary schools in central Uganda to assess the compliance mechanism against the background of teachers who have been trained and have been using traditional teaching methods for a long time to deliver a knowledge-based and content-loaded curriculum, and to shift to the new model, which is a herculean task. The study examines the challenges of transition, for example, observable resistance among teachers and learners, coupled with institutional inertia. It is noted that resistance is driven by the new loaded curriculum, an intricate assessment model, the complexity of the learner-centred approach, and collaborative groupwork. In interpreting the entrenched challenges, the paper applies sociocultural theory, curriculum implementation model, and constructivist learning theory, among others, to underpin the resistance vis-à-vis reform to clarify theory versus practice. The research used a mixed-methods design to analyse the reform versus resistance. The findings revealed inadequate institutional support at the school and the top level. The competence-based curriculum is highly content-loaded, leading to a backlog and wasted time to recoup uncovered work from the previous term/year, thus leading to time wastage and stress for both the teacher and the learners. Besides, it is found that the teachers’ professional capacity development is inconsistent, with little or no follow-up or feedback. Besides, teachers still maintain the traditional teacher-centred approach, justifying that learners have to be prepared for exams and thus complete the syllabus. So, the issues arising from the tension between the new and old cast doubt on the effectiveness of the competence-based curriculum in the teaching of the English Language. The study calls for urgent harmonisation of policy directives and classroom practice.
Jim Oboth· East African Journal of Educ...· 0 citations
Rapid advances in information and technology, together with globalization, have necessitated continuous policy reforms in education systems. In Türkiye, the 2023 Education Vision and the 2024 Century of Türkiye Education Model (CTEM) represent key reform initiatives aiming to promote student-centered, competency- and values-based education, digital transformation, equal educational opportunities, and improved assessment and evaluation processes. This study aims to evaluate the reflections of these reforms on the educational and administrative processes of Regional Boarding Secondary Schools (RBSSs) based on the views of teachers and school administrators. A qualitative research approach with a phenomenological design was employed. The study group consisted of 21 participants, including 11 teachers and 10 school administrators working in RBSSs during the 2025–2026 academic year. Data were collected through a semistructured interview form and analyzed using descriptive analysis. The findings indicate that the reforms have positively influenced teaching and learning processes, school management, assessment practices, and student development. However, time management, inadequate physical infrastructure, lack of instructional materials, and the need for in-service training were identified as challenges to effective implementation. In addition, the boarding school environment was found to support students’ responsibility, self-regulation, social skills, and values development. The study concludes that strengthening teachers’ professional development and improving school facilities are essential for the effective implementation of these reforms.
Background: This paper investigates the epistemic gaps that have been prompted by the neoliberal educational policies and practices acting as the hinderers of the holistic development of the higher education in Nepal. The enshrined policies and acted practices are unmatching in terms of labor markets and curriculum, research and research policies, and practices, including subtle and embedded challenges on entrepreneurships and the curriculum, teaching pedagogies and classroom management, ritualistic practical classes and internships, and thesis and report writing.
Methods: This study adopts qualitative research design with exploratory method that help me for flexible investigator. This method of data collection allows me to use informal conversations in the subject area with my students and faculty colleagues. I used semi-structured questions to ask students of both the campuses. I observed physical facilities of both the campuses. I used thematic analysis that emerged from coding and decoding of the qualitative data obtained from the students and faculties of both the campuses.
Findings: This paper unravels epistemic gaps that are transferred historically through colonialist approach (since the establishment of higher education, the cultural approach of curriculum formulation is top-down, whatever the central curriculum board brings up that is being practiced with the principle of all in all) on curriculum building since the establishment of higher studies institutions in Nepal.
Conclusion: I argue that academic institutions dealing with higher education should be provided with flexible policy on modification of curriculum, based on bottom-up approach, nevertheless, applying bottlenecking policies on interdisciplinary research collaborations and innovations in any kind of upgradation of the faculty members from the top-down approach. Students’ politics and party-political engagement in the academic institutions must be deemphasized to enhance academic fruition which can fill the epistemic gaps in Nepalese higher education.
Bishnu Magar· Nepal Journal of Multidiscip...· 0 citations
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