| dc.description.abstract | The need to read and use this document as simply a sample or an archetype to be adjusted to national needs and contexts cannot be over-emphasized. The Prototype was developed out of context of any particular country, and draws on the experience of the IBE in a wide range of country and regional circumstances to elaborate what might typically be found in such a document. The starting point for processes to develop a real Framework, however, is the national context – the unique education history and traditions, the social, cultural and economic environment, and the national goals and aspirations. It is these that will shape the contents of any National Curriculum Framework. One of the first issues to be addressed in developing a National Curriculum Framework is the question of scope. In some country contexts including every level of education, from early childhood to the provision of post-school higher education and vocational training, could be deemed an appropriate scope for the Framework. Other contexts choose to have separate Frameworks for each level. This Prototype Curriculum Framework includes Primary, Lower Secondary and Upper Secondary education in its scope. Another dimension of ‘scope’ is the range of issues which any Framework seeks to address. For example, will the Framework deal with issues relating to teacher qualifications or quality of textbooks? There is no prescribed list of such issues to be included in a Framework, and what is included in a real
education setting will entirely depend on the priorities and quality-related curriculum issues prevalent in that country. This Prototype attempts to illustrate how a sample range of issues can be addressed in a Framework. | es_ES |
