difference between k-12 and non k-12

Topics: Curriculum, English language, Second language Pages: 5 (1567 words) Published: November 3, 2014
Chapter I
THE PROBLEM AND ITS BACKGROUND
Introduction
"Bear in mind that the wonderful things you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labor in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honor it, add to it, and one day faithfully hand it to your children. Thus do we mortals achieve immortality in the permanent things which we create in common." - Albert Einstein

Every successful concept and project in life requires a proper framework and planning. This relates to all processes, including education. Whenever we embark on any new plan or procedure, we need to make sure that we have all the plans drawn up. What is on offer, what are the resources that we have, what are the steps, which we need to take and what are the goals that we need to achieve are some elements that need to be looked upon. A similar set of constraints when applied to education in schools and colleges gives birth to curriculum. A curriculum is a set of courses, including their content, offered at a school or university. The curriculum often contains a detailed list of subjects and the elements of teaching them.

John Franklin Bobbitt’s “The Curriculum” published in 1918 mentions curriculum as an idea that has its roots in the Latin word ‘race-course’. He also explained “The Curriculum” as the course of deeds and experiences through which children grow up into adults and get going for success in the society. A curriculum is more than putting together a set of academically required subjects. It must consider all aspects of the student life, the learning needs of students, the time available for the sessions and the teachers’ idea, capability and workload. At high school levels, teenagers can take their own liberty in choosing their path. Though complete autonomy does not rest with a student, a level of choice is very evident. This helps in the development of the teenager, with added importance of being given the field of his own choice. At this stage, the development is more focused and rampant, enhanced through a proper curriculum. Without an effective curriculum, a student would not be able to understand or meet the challenges of the society.

In 1995, consultations about the Philippine educational system started involving education experts, public and private school teachers, regional directors, superintendents, principal and representatives of subject areas in different grade and year levels. These consultations continued in 2001 until the Philippine Commission on Educational Reforms recommended the implementation of the restructured Basic Education Curriculum (BEC) in 2002.

English language is used everywhere. When we meet people from other countries, in Norway or abroad, we need English for communication. English is used in films, literature, songs, sports, business, products, trades and entertainment, and through these channels many English words and expressions have found their way into our own language. When we want information on something of private or professional interest, we often search for it in English. Moreover, English is increasingly used in education and working life, in Norway and abroad. To succeed in a world where English is used for international interpersonal communication, it is necessary to master the English language. Thus we need to develop our vocabulary and our skills in using the systems of the English language; its phonology, grammar and text structuring. We need these skills to listen, speak, read and write, and to adapt our language to an ever increasing number of topics, areas of interest and communication situations. We must be able to distinguish between spoken and written styles and informal and formal styles. Moreover, when using the language in communication, we must also be able to take cultural norms and conventions into consideration. When we are aware of the...
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