Global citizenship education (GCE) and human rights education (HRE) offer substantive contributions to civic education. Interconnections between the fields exist in curricula from intergovernmental organizations (UNESCO), non-governmental organizations (Oxfam Great Britain) and national ministries (Learning and Teaching Scotland). This essay…

International technology education curriculum should (1) focus on the changing human condition; (2) be based on a common philosophy; (3) take a broad cultural perspective; and (4) place the child at the center of curriculum considerations. An international technology curriculum would help establish networks of fellowship, mutual respect, and…

If degrees are interdisciplinary, minimal conditions concerning course structure, content and academic organization have to be met for them to be successful. Course descriptions are included in the appendix. (Author/PG)

Summarizes results of a questionnaire sent to teachers requesting their reactions to the A-level physics course syllabus. Includes reactions to examinations and sections on electronics and the structure of matter. (SK)

States that art history is only available to gifted students in the British educational system. Contends that mixed ability pupils have a right to their cultural heritage also. Advocates that art history and critical studies become a part of the core curriculum for all pupils. (BSR)

The article describes the "Certificate of Prevocational Education" (CPVE), designed to provide British students (including special needs students) over age 16 with a one-year modular, full time framework of core and vocational studies to aid transition from school to work. Curriculum areas include personal and career development, social…

Examines various issues related to the establishment of a core of physics studies at 16+ and 18+. Indicates that a core physics syllabus should be concerned with phenomena, theory, models, and applications and not with such topics as the use of a U tube manometer. (JN)

Noting that the change to comprehensive secondary schools in Britain has not been accompanied by a rethinking of the former divided curriculum, the author presents a model for a compulsory core curriculum for all secondary students through the fifth year. (SJL)

Describes the subjects taken by pupils who took part in the 1984 Assessment of Performance Unit Age 15 Science Survey in Great Britain. Reports that the most common subjects, in descending order of frequency, were English, mathematics, geography, history, art, French, physics, biology, and chemistry. Gives detailed accounts of the science and…

There is currently in Britain considerable discussion about the content of teacher education courses. This article examines the framework of recent primary and secondary school curriculum statements and contrasts them with statements about the content and process of teacher education in order to throw light on current issues. (Author/MT)

Summarizes different courses available in pure and applied physics in British universities, polytechnics, and colleges. Marked changes in subsidiary subject studies, course structures, and examination procedures are indicated. (CC)

The problems of traditional overspecialization in British universities and current efforts to liberalize the curriculum are discussed in the context of the historical development of the university and curriculum structure. (MSE)

Describes debates over general education and the common curriculum in Great Britain and Canada. In Great Britain, the central government's Department of Education and Science supports a core curriculum. In Canada, the National Council of Ministers of Education, Canada, may recommend a common curriculum to the provincial ministries of education.…

The draft version of the A-level biology common-core syllabus is currently being debated. The syllabus is included as part of a discussion highlighting its development. (JN)

This scheme for a core curriculum rejects central control over the precise body of knowledge taught or the teaching methods used but advocates some control over experiments in education and the early assessment of their results. (Author/SJL)