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Effects
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Imperfections
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* Difficult to identify levels of interdependence hinge within
primary education, and intermediate, secondary;
* Difficult to predetermine the final features competencies format
and contents;
* Difficulty of identifying (a result) the argument, calling features,
as well as the distribution of competencies and content to make a vertical
harmony within the framework of restructuring education in stages, and inside
phase in phases.
* Difficult to determine the number of competencies and the amount
of content suitable for the times allocated.
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A. Curriculum
1.2.2. The lack of clear guidance in the field:
. Identifying andstructuring educational pathswith respect
to:
- Duration: reduce the length of 6-year primary to 5 years after the
completion of editing Platform for the first year,
- Objectives: frequency in restructuring secondary education, such as
determining the common logs, and the people, and the inclusion of a second
foreign language in middle school education;
. Install Times primary, intermediate and secondary
that has changed many times.
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* The المنهاجي dimension at the
lowest level in the field of materials, due to the lack of competencies and
casual threads, and this is what disrupting the harmony of horizontal
platforms.
* Clarify practical endeavors that bind:
- Approach to build competencies curriculum,
- For the implementation of social structural Altalmat student-centered
pedagogy Group,
- The absence of forms and strategies appropriate calendar for these
choices.
Have reflected the effects of these shortcomings on the accompanying
document, and the pedagogical quality of some textbooks, as well as on the
application in the department.
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2.2.2. A) the absence of a general referenceat the same time, As
they prepared after that liberated the first curriculum groups (where the
information was provided by the day);
2.2.2. B) there is no evidence forsystematic curriculum
development as an extension of my work for public reference.
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* The preparation curriculum materials are often year after year,
thus weakening vertical harmony of the efficiencies to be installed, although
Toizia contents inherited from the old programs may keep it.
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3.2.2. Difficultyplanning thecurriculum development process, which
causes back to: a) Time: preparation Platform in the year;
B) strategy: it included the reform of the three stages of education
curriculum at the same time (primary, intermediate, secondary); ... While
not setting any distribution, due to the absence of any of the track structure,
and not to determine the features of the final.
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* In addition to the absence of the final profiling, this gap has
increased from a lack of harmony which dictated systemic approach adopted by
the reform in general reference.
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4.2.2. Due to the time constraints imposed by the urgency, noconsultation between
specialized groups of materials in order to bring about harmony between
horizontal competencies on the one hand, and between knowledge Alodhatih
within the domain or family of second hand materials.
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* Weak absorption process concepts of competencies approach,
especially at the beginning of the setup process, but this shortage has
become limited (without end), thanks to the experience gained. In
addition, the link between the methodology and approach translated into
reality pedagogical not aware as they should be.
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5.2.2. Weak media and direct configurationand circulated
to all members of the specialized groups: Valtkoan of the head group and one
member of the group is not enough at all, and did not have any impact.
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* Documents not always accompanying accomplish in the time to be a
barometer for the preparation of textbooks; but was completed after the
operation, while they should be accompanied by step-by-step curriculum
development, as its pedagogical translation.
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B. Accompanying documents
6.2.2. There is nodocument describes:
A) the pedagogical function of the accompanying document and its
relationship to the curriculum;
B) The content of the preparation and matrix.
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* Many textbooks do not respect the competencies approach with
regard to content and the calendar.
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C. Textbooks
7.2.2. The lack of amechanism to coordinate curriculum
linking books
School:
A) Lack of methodological burdens book and pedagogical Match Guarantee
Textbooks, curricula, and thus justify the adoption of the ministry;
B) the non-participation of the National Committee of the curriculum (in
any form) to evaluate and adopt textbooks.
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* We have considered the contents of some of the curriculum and some
textbooks for the time-intensive custom, and poorly distributed on school
time
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D. Resettlement (or
planting) and supervising the renovation
In addition to these shortcomings:
8.2.2. Lack ofexperimentationlimited curricula in order to
ratify the methodological approaches and distribution of specific
competencies, and test their applicability for the allotted time.
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* I Awad echo impressionist feedback organization and control.
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9.2.2. Absence of supervision, which can (in the absence
of experimentation) of feedback converged to make the necessary corrections
on the curriculum on an ongoing basis.
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* The media and pre-configuration lacking in the process of
installing the new curriculum, it was at least doing configured
simultaneously to enable all employees of public understanding of the reform,
and changes the expected quality of pedagogical reform. Even educational
institutions did not attend for the conduct of this pedagogical change.
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10.2.2. Lack of plantingproceduresdevelopmentsattending
the different operators in the sector - particularly the heads of educational
institutions - to receive this methodological and pedagogical renewal.
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التسميات
curricula