Elaboration of Curriculum Theory, Management and Policy in Higher Education. The Case of Estonia.

Author(s):

Kaarel Haav(presenting / submitting)

Conference:

ECER 2014

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 04 C, Academic Work and Professional Development

Paper Session

Time:

2014-09-03

09:00-10:30

Room:

B022 Anfiteatro

Chair:

Mari Karm

Contribution

The Bologna process initiated a turn to outcome-oriented curricula in European higher education (HE). Estonian universities have followed these initiatives and, among others, conducted a series of studies. They also studied curriculum theories and experiences in many other EU countries. As a result, Instructions were published (Kübarsepp and Vihand 2006, Rutiku et al. 2009). All institutions of HE fulfilled the order of the Minister of Education and introduced the new curricula in 2010.

The Paper aims at elaboration of theoretical framework for curriculum development in Estonia and EU. It will analyse the results of the curriculum reform and propose improvements for the Tallinn University of Technology (TUT) and Estonia.

First, the paper analyses the theoretical background of these studies and Instructions.

Second, it complements the framework with some other theories: political model of democratic participation, semiotic model of communication, sociological theory for student development and organizational theory of identity formation.

Third, it uses the integrated system of main theories and concepts for development and systematization of the European 8 key competences, Estonian HE standard and some curricula at the TUT.

Fourth, it discusses which educational, organizational and political models could be decisive for improvement of curricula and quality of HE.

The Estonian Instructions (Rutiku 2009) rely on the European Qualifications Network and Estonian standards. They promote three main models. First, the traditional business model of four steps in curriculum development: formulation of objectives, selection of materials, teaching and learning processes, and evaluation of results (Tyler 1949). Second, they recommend a political model (communication and negotiation between main interest groups) for determination of the main objectives and outcomes. Third, they recommend using these objectives as guides for design of main modules and subjects for curricula (Biggs and Tang 2008, Taba 1962). It has been expected that the introduction of the outcomes into all curricula and syllabi would change the dominant focus from teachers to students in HE.

First, it should be mentioned that these models and recommendations are useful for all educational levels. The former Estonian National Curricula (1996, 2002 and 2010 www.oppekava.ee ) have been constructed without any published instructions. They have failed in attempts to integrate the general aims and subject syllabi. Since 2009, the general aim of student development has been passed directly to individual teachers. In difference to this, The Instructions (2009) are systematic in this respect. They consider the main aims as guides for design of subject syllabi, learning materials and criteria for evaluation of students. Still, the Instructions do not advise to define the objectives in a hierarchical way. They provide some examples of objectives that are formulated in terms of verbal knowledge and professional skills. They do not mention the skills how to interrelate the verbal knowledge with perceptions, feelings, attitudes and experiences.

Although Estonia has had independent educational policy more than two decades, there is still not much research neither on curriculum theory, nor educational administration and policies (Mikk, Veisson and Luik 2008, Saar and Mõttus 2013). An international evaluation has revealed a lack of complex, critical and constructive studies in Estonian educational research (ETAG 2013). A recent comparative overview of pedagogy and educational sciences in Baltic countries from 1940 to 1990 (Kestere, Kruze 2013) is another example of this failure. It outlines empirical descriptions of main educational institutions. It does not use modern educational, organizational and political theories for analyses of relevant practices. Such plain descriptions do not facilitate understanding of educational processes either in the recent past, or today and in future. The Paper is willing to contribute to fulfilling the gaps in curriculum theory, management and policy.

Method

First, we will study relevant national and international literature on curriculum theory, management, policy and research for elaboration of the framework. Second, we select some theories that are most relevant for development of students in all steps of curriculum development. Sociological theories of knowledge and curriculum (Apple 2010, Pinar et al. 2008) have revealed that some social groups have more opportunities for definition of knowledge and formulation of curricular objectives than others. This is why curriculum development has been considered as conversations and negotiations between main interest groups (Annala and Mäkinen 2010, Autio and Ropo 2009). Teaching and learning include also communication between teachers and students. Simple model of communication is relevant for simple transfer of knowledge. It would be useful to implement semiotic theories of communication (Jakobson 1960). They would reveal relations between abstract and figurative thinking, perceptions and feelings, verbal and non-verbal communication etc. As the main goal of HE is to develop students’ professional identities, some theories of identity development are useful. One of them is theory of organizational identity formation (Alvesson and Berg 1992). In education, there is mutual identity formation between teachers and students. A more sophisticated theory is a system of sociological concepts for student development (Haav 2008, 2010). It relies on dichotomy between social actors and structures. In education, there are students, teachers, administrators and material resource providers. The relations are regulated in many ways, and particularly, by laws and organizational structures. There are problems of social equality, effectiveness and just. The main actors have different opportunities and interests and they may evaluate the problems of equality and just in various ways. There are similar social actors, structures and problems in economic and political systems. Knowledge and elaboration of this conceptual system is a basis for students’ social and professional development. As result, students broaden their self-concepts and start to identify themselves not only with their families, friends, university and nation, but with EU and mankind, too. Third, this elaborated framework will be implemented in critical analysis and systematic design of objectives and outcomes in some curricula at the TUT. In order to reveal changes in the teachers’ orientations, we will interview some representatives of main actors in curriculum reform. Finally, we will propose some improvements for some curricula and for curriculum administration and policy at the TUT (Haav 2014). These are considered as field experiments. We expect that some of them would be at least partly implemented.

Expected Outcomes

The Instructions have provided a useful theoretical model for curriculum development. The study materials have also described an institutional system for that. As a result of the extensive curriculum reform campaign and the ministerial order, almost all curricula in higher education were formulated in terms of objectives and outcomes in 2010. Still, a closer look would reveal that these formulations do not always make up any hierarchical system. A messy list of objectives does not assist teachers to focus their syllabi and study materials on development of specialists. Almost all teachers have formulated objectives and outcomes in their syllabi. Still, many of them are not congruent with the general aims. Many teachers did not change their teaching practices as was expected by the curriculum reform. There are many reason, there is a lack of both, educational competence and motivation. They need pedagogical advice in design of curriculum and subject syllabi for support of students’ professional development. Still, most of them do not confess it. They are self-confident and consider a good command of subject matter as sufficient. Many institutions of HE did not follow best practices of other European universities and did not set up any institutional systems for curriculum development. There is a need to combine pedagogic advice with some organizational and political measures. Students, employers and other stakeholders should periodically assess the progress in development of curricula (Annala and Mäkinen 2010). All institutions of HE should set up centres for curriculum development and educational innovation. These centres should focus on discovery and dissemination of best practices. They should co-operate with institutional system for teaching and curriculum development (administrators of curricula, committees on faculty and university levels). An integration of pedagogical, sociological, organizational and political models enables to turn both curriculum development and quality improvement permanent processes in HE.

References

Alvesson, M., Berg, P. O. (1992) Corporate Culture and Organizational Symbolism. Berlin: de Gruyter. Annala, J., Mäkinen, M (2010) Meanings behind curriculum development in higher education. Prime 4 (2): 9-24. www.campusconexus.fi Apple, M. (2010) The Routledge International Handbook of Sociology of Education. New York: Routledge. Autio, T., Ropo, E. (2009). International Conversations of Curriculum Studies. Rotterdam, Boston, Taipei: Sense. Biggs, J., Tang, C. (2008) Teaching for quality learning at university. What the student does. Tartu: Tartu University Press. ETAG (2013) Educational Research in Estonia 2007-2011. Evaluation Report. Tallinn: ETAG (Estonian Research Council). Eurydice (2012) Developing Key Competencies at School in Europe: Challenges and Opportunities for Policy. Haav, K. (2008) Civic Education in Estonia: Democratic or Authoritarian? – Journal for Social Science Education, Vol. 9 (1): 121-130. http://www.jsse.org/2008/2008-1 Haav, K. (2010) Education for democratic citizenship –development of the theoretical framework for Estonia and EU. – P. Müürsepp (ed.) (2010) European Studies, Journal of Tallinn University of Technology, No. 7: 168-192. Haav, K. (2012) History of curricula and development of sociological curriculum theory in Estonia. - Journal Sociology of Science and Technology, St. Petersburg, 3 (3): 54-73. http://ihst.nw.ru/images/pdf/sociology_2011_2/2012_3%20sociology.pdf Haav, K. (2014) Development of curricula in higher education. Work in progress. Jakobson, R. (1960) Closing Statements: Linguistics and Poetics. – Sebeok, T. A. Style In Language, Cambridge (Mass.): MIT Press, 350–377. Kelly, A. V. (2009) The Curriculum: Theory and Practice. Los Angeles: SAGE. Kestere, I., Kruze, A. (eds.) (2013) History of Pedagogy and Educational Sciences in the Baltic Countries from 1940 to 1990. Riga: Baltic Association of Historians of Pedagogy. Kübarsepp, J., Vihand, T. (2007) Käsiraamat Õppekavaarenduseks üleminekul ECTS-le. (Handbook for curriculum development.) Tallinn: TTÜ. Mikk, J., Veisson, M., Luik, P. (2008) Reforms and Innovations in Estonian Education. Frankfurt am Main: Peter Lang. Pinar, W. F., Reynolds, W. R., Slattery, P., Taubman, P. M. (2008) Understanding Curriculum. An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: P. Lang. Rutiku, S., Valk, A., Pilli, E., Vanari, K. (2009) Õppekava arendamise juhendmaterjal. (Instructions for curriculum development in higher education.) Tartu: Primus Archimedes. Saar, E., Mõttus, R. (eds.) (2013) Higher Education at a Crossroad: The Case of Estonia. Frankfurt am Main: P. Lang. Taba, H. (1962) Curriculum Development: Theory and Practice. New York: Harcourt. Tylor, R. W. (1949). Basic Principles of Curriculum and Instruction. Chicago University Press.

Author Information

Kaarel Haav (presenting / submitting)

Tallinn University of Technology

Economics

Tallinn

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