F. Pigott13 2.2 An International Curriculum for a Global Community Most educators increasingly believe that learner-centred, participatory, inquiry-ba
{"Image DocumentName": "2.2 An International Curriculum for a Global Community", "Image ImageDescription": "Most educators increasingly believe that learner-centred, participatory, inquiry-based curricula are successful in developing competent, accomplished individuals able to contribute to communities and economies. The UNESCO (2001) model for a globalised perspective of ECCE states that programmes should be based on values of human rights, democracy, multiculturalism, ethical responsibility and accountability, play and professionalism. It is these kinds of curricula in which governments are investing and in whose strategies and methodologies universities are educating trainee teachers. National curriculum, however, are also driven by economic and outcome-focussed strategies and are, therefore, slow to change and reluctant to trial \u2018radical\u2019 concepts. As a result, some schools began to develop their own curriculum, based on research on how children learn and a desire to equip children with the skills that they will need in the future. Many of these schools offered western styles of education in developing countries to the national elite and expatriate populations and could, therefore, work outside the constraints of government funded and regulated systems. In 1968 they came together to form the International Baccalaureate Organisation and began developing a formal curriculum to meet their needs.", "Image XResolution": "37", "Image YResolution": "37", "Image ResolutionUnit": "Pixels/Centimeter", "Image Software": "SlidePlayer", "Image YCbCrPositioning": "Centered"}