• tutvustada hariduskorraldust reguleerivaid õigusakte, aine- ja õppekava koostamise teoreetilisi aluseid;
• õpetada iseseisvalt koostama spetsialiseerumisele vastavaid ainekavasid, õppekavu ja nende rakenduskavu, teostama nende monitooringut ning eneseanalüüsi;
• õpetada analüüsima ja hindama ainekavasid ning õppekavu;
• õpetada osalema õppekava arenduses.

• To introduce legal acts regulating education, theoretical foundations of syllabus and curriculum design;
• To teach to compose independently subject syllabi and curricula relevant to the specialisation, as well as plans(programs) for their implementation, to carry out monitoring (of their implementation) and to compile self-analysis;
• To teach to analyse and evaluate the curriculum and subject syllabi (programs);
• To teach to participate in the process of curriculum development.

Aine läbinud üliõpilane:
• omab täielikku ülevaadet hariduskorraldust reguleerivatest õigusaktidest, oskab kirjeldada aine- ja õppekavade koostamise teoreetilisi aluseid, orienteerub hariduspoliitikas;
• oskab iseseisvalt koostada oma spetsialiseeritusele vastavat õppekava(ainekava) ja teostada selle monitooringut ning eneseanalüüsi;
• suudab põhjendada ainekavade valikut ja õppeainete läbimise järjestust koostatud õppekavas;
• suudab osaleda õppekava arenduses.

Having completed the course a student is expected to be able to:
• give a complete overview of the legal acts regulating education, explain theoretical foundations for syllabus and curriculum design;
• compile independently syllabi and curricula, relevant to the specialisation, carry out monitoring of the curriculum (or syllabus) and to compile self-analysis;
• provide arguments explaining relevance and suitability of the selected syllabus and sequence of disciplines(subjects) in the compiled curriculum;
• participate in the process of curriculum development;

Õppekava(d) ja ainekava(d). Õppekava teooria kujunemine. Õppekava generatiivne mehhanism(koostamise lähtealused ja tegevuste etapilisus). Õppekava ja ainekava arendus. Õppekava struktuurid. Ainekava struktuur. Õppekava ja ainekava hindamine. Õppekava rakendusvõimalused ja rakenduse monitooringu korraldamine. Õppekavade ja ainekavade analüüs ja hindamine. Ainekavade koostamine. Õppekava(ainekava) koostamine.

Curricula and subject syllabi. Development of curriculum theory. Generative mechanism of curricula (foundations and stages of activities) . The process of development of curricula and subject syllabi. Different structures of curricula. Structures of syllabi. Opportunities for implementation of curricula and its monitoring. Analysis and evaluation of curricula and syllabi. Design of a curriculum (or syllabus) document.

Teadmiste kontroll toimub arvestusel. Eelduseks grupitöös osalemine ja kirjaliku aruande tähtaegne esitamine.

The education is completed after the preliminary examination, assessed as “passed” or “failed”. Prerequisite is participation in the group work and timely submitted written report.

Iseseisev töö seisneb teoreetilise materjali läbitöötamises, seminariks valmistumises ja grupitöö aruande koostamises.

Independent work consists of learning of the theoretical material of the subject and preparation for presentation at the seminar and writing of the report of a group work.

Põhiõpik:
Kelly, A. V. (2009). The Curriculum: Theory and Practice, 6th Revised edition. SAGE Publications Ltd., 336 p.
Loengumaterjalid
Täiendav kirjandus:
1. Carl, A. E. (2008). Teacher Empowerment Through Curriculum Development: Theory into Practice, 3rd Revised edition. Juta Academic, 244 p.
2. Cunningham, K., Brewer, E., Green, M. F. (2010). Integrating Study Abroad into Undergraduate Curriculum: Theory and Practice Across the Disciplines. Stylus Publishing, U.S., 280 p.
3. Finch, C. R., Crunkilton, J. R. (1998). Curriculum Development in Vocational and Technical Education: Planning, Content, and Implementation, 5th Revised edition. Allyn & Bacon, 318 p.
4. Flinders, D. J., Thornton, S. J. (2009). The Curriculum Studies Reader, 3rd Revised edition. Routledge, 464 p.
5. Glatthorn, A. A., Jailall, J. M.S. (2008). The Principal as Curriculum Leader: Shaping What is Taught and Tested 3rd Revised edition. Corwin Press Inc., 199 p.

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