Basic Education Curriculum

Published: 2021-08-08 09:40:08
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To provide basic education for all 2. To provide experiences applicable to learners daily living 3. To provide education for national unity with common purposes and opportunity for local authorities to develop part of the curriculum suitable to their conditions and needs. Education provided according to this curriculum shall develop in learners the following characteristics: 1. Basic learning skills, retention of literacy and mathematical skill. . Knowledge and understanding about self, natural environment and social changes 3. Ability to take care of personal and family health. 4. Ability to identify causes of personal and family problems and to apply scientific reasoning skill in suggesting ways and means to solve them. 5. Pride in being Thai, unselfishness, fair-mindedness and ability to live happily with others. 6. Habits of reading and life-long learning 7. Basic knowledge and skills in work, good work habits and ability to work cooperatively with others 8.
Knowledge and understanding about social conditions and changes at home and in the community; ability to play the roles and carry out responsibilities as good members of the family and community, to conserve and develop environment, to promote religion, arts and culture in the community. STRUCTURE The primary school curriculum is made up of 5 learning experience groupings as follows: 1. Tool Subjects, comprising Thai language and mathematics. 2. Life Experiences, dealing with the process of solving social and daily life problems with an emphasis on scientific process skills for better living. . Character Development, dealing with activities necessary for developing desirable habits, values, attitudes and behaviour, which will lead to a desirable character. 4. Work-oriented Experiences, dealing with general practical work experiences and basic knowledge for career preparation. 5. Special Experience, dealing with activities based on learners’ interests provided for those in grades 5-6 only. Each school can organize learning activities according to learners’ needs and interests.
TIME ALLOTMENTThe total time allotment for primary currciulum is about six academic years, with not less than 40 weeks for each academic year and not less than 25 hours or 75 periods per week. The time alloted for each period is 20 minutes. Thus altogether the learning periods should not be less than 200 days or 1,000 hours. For grades 5 and 6 another 200 hours in the area of special Experiences shall be provided for activities based on learners’ interests. The approximate time allotment for the five areas in each grade is as follows:  |  Primary 1-2|  Primary 3-4|  Primary 4-6| Tool Subjects|  50%|  35%|  25%|
Life Experiences|  15%|  20%|  25%| Character Development|  25%|  25%|  20%| Work-Oriented Experiences|  10%|  20%|  30%| Special Experiences|  -|  -|  200 hours| Reaction to Thai Primary School Curriculum of Thailand| In my own understanding the Primary education is the basic education which aims at developing the quality of life of the learners so that they can properly serve the society according to their roles and responsibilities as good citizens under democratic constitutional monarchy system.
To achieve this aim, each learner will be equipped with basic knowledge and skills necessary for daily living, adjustment to social changes, good physical and mental health, effective work and happy and peaceful living. The Technology Education Curriculum of France Technology education is a compulsory subject for the four years of the junior secondary level (ages 11-15). At the time of the study, there is a detailed curriculum only for class levels six (11-12 years, adaptation level), five (12-13 years, first central level), four (13-14 years, second central level) and three (14- 15 years, orientation level).
A specific plan was not in place at the primary level. Rationale and Content Technology education aims to clarify the interconnections among work, products, and human needs, and the effects of technology on society and culture. When studying technology, pupils must face concrete situations requiring application of know-how and implementation of skills. These skills are enriched during the study process.
Specifically, technology education gives pupils an opportunity to: become acquainted with technical systems, their implementation and us learn to use the correct language of the discipline become acquainted with the special methods of technology, where a variety of solutions can be found for a specific problem learn how to use developed expertise in different situations to solve a problem use equipment and control systems in a rational way, by following safety precautions and the laws of ergonomics observe development, different means of production, and different technical solutions to a similar technical problem observe and build connections between the schools and enterprise take a critical stand and participate in the technological world without emotional obstacles In primary schools, simple mechanisms, electric plans, energy production, and production in general are studied. Students engage in small projects, particularly those using computers.
In secondary schools, production, marketing, needs analysis, and professions in production and service are covered. Experience with applications of CAD/CAM is also included. Implementation Goals Integration with the French language is considered particularly important. This includes terminology, word processing, critique of commercials, and wise consumerism. Relationships among the French language, science, and social studies, with considerable emphasis on computing, are stressed. The time devoted to the study of technology range from 90 to 120 minutes per week. Technology education is to be studied by both Other Observations Technology education is taught by class teachers at primary level and subject teachers at secondary school level.
The aim is to use three-fifths of the total study time for hands-on activities or learning by doing. Technology studies must continue from primary school to secondary school without any gaps in the coverage of topics. Reaction to the Technology Education Curriculum of France As representations of the aims, mission, and aspirations of industrial arts/technology educators, the written goals of the field have always prescribed a liberal educational role for industrial arts/technology education. Goal statements exceed the single goal of skill development and include such goals as helping students to become wise consumers and problem solvers and to understand industry and technology.
Industrial arts/technology education goals have evolved over time. This evolution has reflected a drift towards more liberal education ideals with goals which specify the study of the relationships among industry, technology, and society, the interdisciplinary nature of the field, and general problem solving. As I read this kind of curriculum I know that it is more focusing in the technological aspect of education, enhancing the skills of students in the field of technology like making programs to solve problems and to make our daily life easier in computer using different languages like the C, C++, java, etc. , this curriculum aiming to have productive and hard working graduates.

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