SCHOOL-BASE CURRICULUM

DEVELOPMENT
(SBCD)SGDC 5053
GROUP 1:
MOHD AFRIZAL BIN ZAKARIA (812232)
NOORMAWATI CHE AZMI( 812245)
DATE PRESENTATION:
1 MARCH 2014

INSTRUCTOR:
DR. NAFISAH MAHMUD
1

SCHOOL-BASED CURRICULUM
DEVELOPMENT IN MAINLAND CHINA
by:
CHENZI LI & FEIFEI SHUAI (2010)

CONTENT
1

BACKGROUND AND DEVELOPMENT

ACHIEVEMENTS AND FINDINGS IN
RESEARCH

EFFECTS AND OUTCOMES IN

PRACTICE

PROBLEMS AND DIFFICULTIES

CONTENT
5
6
7

PROSPECTIVE

CONCLUSION

REFERENCES

INTRODUCTION
1. What significant progress has been made in the theory
and practice of SBCD in mainland China?

2. What are the main problems and difficulties?

3. How does one project its development

space in the future?

Population Density

BACKGROUND AND DEVELOPMENT

Jiang(2001)-

The drawback of a highly centralized

curriculum management system has been exposed
1980s local governments and schools had few chances to
develop curricula,a rarity in the practice of SBCD.

Lu, (1990/94 )

1980s to 1988
three-level curriculum and
three-level management
central government,
local governments,
schools base curriculum

BACKGROUND AND DEVELOPMENT

BACKGROUND AND DEVELOPMENT

1985- The Ministry of Education published the

Decision on Educational System Reform by the Central
Committee of Chinese Communist Party,
1996-Full- time General High School Curriculum Plan
(Experimental),
1997,(Education Committee of China,) These policies
guaranteed some chances for schools, including their
teachers, to participate in curriculum development.
1999 to 2006,SBCD expand
9

BACKGROUND AND DEVELOPMENT

2003- Program of General High School

Curriculum (Experimental)- Schools can develop
their own curricula, or implement the national
curriculum creatively, such that students can have
a wide range of choices in their studies
2007 - Popularity of SBCD has declined.

10

ACHIEVEMENTS AND FINDINGS IN

RESEARCH

1. Understandings of SBCD
Zhong, Cui & Zhang(2001)
a) school-based curriculum development
b) school-based curriculum development

Xu( 2008) suitable-to-the-school,

suitable-to-the-students
adaptation, and redevelopment of national curriculum;

School-based implementation of national curriculum

11

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

However Xu & Wu(2007)

SBCD only refers to schools total independent curriculum
development within the reserved space in the national
curriculum plan, and the school-based implementation of
national curriculum cannot change the status and nature of
national curriculum, and hence should not be included in
the field of SBCD.

12

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont
The curriculum suit the students by redeveloping the national
curriculum and local curriculum to varying degrees

School-based implementation

National curriculum

Local curriculum

13

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

School-based implementation of
the national and local curriculum is expected
to be blended into
the development of school-based curriculum
to form the holistic school-based
curriculum development mode.

14

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

2. School-based Curriculum Management and Leadership

School-based curriculum is a result of redistribution of authority and
resources within an educational system

Schools have the authority and responsibility to develop or select

curricula suitable for their students, giving consideration to the local and
regional development, their own traditions and advantages, and the
students interests and educational needs
A responsibility for schools and teachers to point out problems and
difficulties that they have encountered during the implementation of the
national and local curriculum

15

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont
School-based Curriculum Management and Leadership.....cont

Li & Duan, (2004).As part of curriculum management, curriculum

leadership is deemed as only one of its functions in terms of helping
realize the other functions of curriculum management.
Zheng & Jin, (2004) Curriculum leadership is a new kind of
management quite different from the traditional management of
curriculum
To realize the transformation from curriculum management to
curriculum leadership, (Zhong, 2002)

16

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

3.Major Steps of SBCD

Wu (2003)
Establishing organizations
Analyzing situations
Setting goals
Making plans
Explaining and implementing
Evaluating and revising

Scholars in China
Situation analysis
Goal-setting
Implementation and evaluation

Less into establishing organizations,

making plans, and revising schoolbased curricula.

17

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

3. Major Steps of SBCD....cont

(SWOT) analysis,
Strengths
Weaknesses
Opportunities
Threats
18

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

3. Major Steps of SBCD....cont

Implementation- Process of putting a school-based
curriculum into practice.

Prototype evaluation

3
4

Experimentation

Diffusion

Adoption of the school-based curriculum

19

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

3. Major Steps of SBCD....cont

Curriculum
resources

Conditioned Resources

Material Resources

20

ACHIEVEMENTS AND FINDINGS IN

RESEARCH ...cont

3.Major Steps of SBCD....cont

Evaluation

Two aspects

School-based curriculum plan and

the curriculum schema

Three phases

Pre-implementation,
during implementation, and
post-implementation

Four fields

Goals setting,
content selecting and organizing,
implementation, and assessment

Five subjects

Education authorities
school- based curriculum committee,
teachers,,
students and
parents

21

EFFECTS AND OUTCOMES IN

PRACTICE

1. Teachers Understandings of SBCD

SBCD can promote students and teachers
help schools shape their own characteristics
help deepen and further the new basic education curriculum
reform.
However, most teachers in rural areas think of it as
meaningless

22

EFFECTS AND OUTCOMES IN

PRACTICE...cont

1. Teachers Understandings of SBCD ...cont

23

EFFECTS AND OUTCOMES IN

PRACTICE...cont

2. Implementation Procedures of SBCD

The subjects of SBCD have not been diversified

Teachers think that SBCD mainly aims to broaden

and deepen the students understanding of knowledge

Many goals are unrealistic and impractical

because of a lack of situation analyses and
necessary curriculum deliberations,
which are neede to ensure their usefulness and feasibility.
24

EFFECTS AND OUTCOMES IN

PRACTICE...cont

2. Implementation Procedures of SBCD...cont

Private schools and kindergartens have achieved a better job than
their public counterparts (Li, 2007; Chen & Qu, 2008)

The number of school-based courses offered

to students varies greatly from school to school

The majority of SBCD plans include evaluation, but the results of evaluation
can hardly reflect the exact conditions of the implementation
because many schools have no scientific evaluation
standards or methods (Cui & Du, 1999).
25

EFFECTS AND OUTCOMES IN

PRACTICE...cont

3. Teachers Intention to Participate in SBCD

Benefits for others

Benefits for teachers

Support from outside schools

Nature of SBCD

Support from within schools

26

EFFECTS AND OUTCOMES IN

PRACTICE...cont

4. Effects of SBCD ( student)

Stimulated students creativity

Students become more confident

Students has been well appreciated by

both teachers and parents

27

EFFECTS AND OUTCOMES IN

PRACTICE...cont

4.Effects of SBCD(teacher)

SBCD has promoted the development of teachers

Improve professional abilities

Enhanced sense of identity with teaching profession

28

EFFECTS AND OUTCOMES IN

PRACTICE...cont

4. Effects of SBCD(school)
Language

unique characteristics

Medicine

History

Music,

Literature

Drawing

Astronomy

Operas,
Architecture

29

PROBLEMS AND DIFFICULTIES

1. Vague Concepts of SBCD

Between national curriculum
local curriculum, and school-based curriculum
Between implementation of national
curriculum and SBCD;
Between SBCD and school-based management
Between curriculum development
and compiling teaching materials
Between school- based curriculum and
comprehensive practical activities,
and extraordinary activities.
30

PROBLEMS AND DIFFICULTIES...cont

2. Lack of Authority Sharing

up-down curriculum management model

Teaching materials should be diversified

impossible for the majority of schools and teachers
to participate in editing teaching materials.

Lack of knowledge and skills,

Administrators are not really aware

of their roles on curriculum leadership

31

PROBLEMS AND DIFFICULTIES...cont

3. Blocking of Entrance Examinations

SBCD cannot guarantee good results
of the examinations

32

PROBLEMS AND DIFFICULTIES...cont

4.Imbalanced Development
Better in coastal developed areas
than those in the inland

Better in urban than in the rural

Better in key schools than

in ordinary schools
Better in primary and junior middle schools
than in senior middle schools.
33

PROBLEMS AND DIFFICULTIES...cont

Imbalanced Development...cont
Many schools just develop school-based
curriculum piecemeal.
Three forms of organizing teaching materials,
specifying, selecting, adapting, and compiling,
most teachers choose to select and
compile teaching materials.

The operating procedures of

development are not handled properly
The roles and responsibilities of the
stakeholders seem rather unreasonably
divided in practice

34

35

PROSPECTIVE

1. Promoting Theoretical Research

Scientifically establish
a theoretical system of SBCD

36

PROSPECTIVE...cont

2. Putting the Students Interests First

1. SBCD is to facilitate the development of students

2. Attract more students to actively partake in the development

3. Influence them to develop the abilities of self-choice and

self-development under the guidance of their teachers

37

PROSPECTIVE...cont

3. Empowering Teachers
Help teachers form a clear understanding of SBCD
for the reason that teachers equivocal concepts of
SBCD will eliminate the weakness of the curriculum

To optimize teacher training courses and improve the quality of teacher education

To empower teacher through formal authority or

control over resources within schools

38

PROSPECTIVE...cont

4. Enhancing Principals Capability for Curriculum Leadership

Curriculum powers should be endowed onto the principals

Unnecessary inspections and different kinds of interferences

from outside of schools
Increasing investment, and providing expert guidance,

Professional qualifications and capabilities.

39

PROSPECTIVE...cont

5. Enforcing Action Research

Different schools are faced with different situations

Advantages and disadvantages

Education specialists and teachers work together

The government, schools, teachers, students and their parents,

and social agencies promote SBCD

40

PROSPECTIVE...cont

6. Focusing on Holistic Balance

Try to find out effective ways to improve SBCD.

More guidance and support to schools in the inland provinces,

rural areas, and to ordinary schools in the cities

41

PROSPECTIVE...cont

7. Sharing Experiences with Reflection

Set up a powerful resource center made available
to all members interested in SBCD
Fora and theme conferences held to discuss heated issues,
to share experiences, and to reflect what have been done.
To publicly report successful cases of SBCD along
with experts comments and suggestions

To build a special website and issue special periodicals nationwide,

thus offering chances for all the stakeholders to voice their ideas and feelings
42

CONCLUSION

Four Phases

Absence

Experimentation

Prosperity

Recession

43

REFERENCES

Chenzhi L., Feifei Shuai. (2010). School-base

curriculu development in mainland China.

CE. H-F. Law and N. Nieveen (eds.), Schools as

Curriculum Agencies: Asian and European
Perspectives on School-based Curriculum
Development, 2142. 2010 Sense Publishers

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