To support the review of the National Curriculum, the National Foundation for Educational Research (NFER) was commissioned by the Department for Education in the spring of 2011 to produce a report detailing curricular arrangements in a number of high-performing educational jurisdictions. The principal source of information for this report has been…

From a British perspective, the author describes and comments on Norway's recent curricular and educational reforms: the development of the grunnskole for students ages 7-16, with emphasis on the lower secondary (ungdomsskole) 14-16 phase, and reforms in the upper secondary (videregaende skole) for ages 17-19. (Author/SJL)

Compares the U.S. and British methods of teaching economics to undergraduate students. Examines the course objectives, the syllabi, the hiring and training of staff, the teaching system, and assessment and monitoring systems. Concludes that the British curriculum focuses on a narrower range of subjects. (GG)

Because of common economic and technological constraints such as the lack of advanced equipment and pre-existence of other media, instructional television does not promise to be a significant presence in Europe for at least several more years. Careful consideration of the potential for international cooperation in educational television and its…

The task of a conference on social science education in the sixth form was to explore the problems and possibilities of establishing an integrated social science course. Conference papers and discussion deal with the nature of the social science disciplines and the meaning of their integration; the principles--knowledge, skills, problems,…

This paper describes the Integrated Studies Project, a middle school curriculum project developed at Keele University in England, and designed to integrate the social sciences and the expressive arts. The described materials are available from Oxford University Press. These consist of large fold-out sheets with information, photographs, drawings,…

The aims, content, and organization of social and political education, which became a compulsory subject in the Netherlands in 1968, are examined. Part 1 discusses the methods and models used by the National Institute of Curriculum Development since it was established in 1975. One of its projects is to develop a common core curriculum for social…