Departmental Bulletin Paper <論説> オーストラリアのナショナル・カリキュラム開発とグローバル化に関する考察 : コンピテンシー型の能力を中心に

奥田, 久春  ,  OKUDA, Hisaharu

1pp.1 - 16 , 2016-03-31 , 三重大学教養教育機構
The objective of this paper is to examine the globalization in curriculum development, including the concept of competency, in Australia. This concept of competency, which is an ability implying knowledge, skills, values, and attitudes, as outcomes of learning and training, has recently become a global trend in education. In particular, it is often discussed that it has strongly been influenced by the Key Competencies developed by OECD DeSeCo and PISA. Examination of the background, characteristics, and present circumstances of this concept of competency will enable further understanding of phenomena of globalized education. I provide a set of analytical frameworks of the impacts of the OECD on curriculum development to discuss globalization. First, I make a historical review of educational reforms which have mainly been conducted since the 1980s in Australia. This includes the relationship between the federal government and each state in national curriculum development, which shows the federal government’s role in introducing competency. Second, this paper analyzes the background and characteristics of three reports which aimed to discuss and propose the use of the ‘competencies’ in education and training, one of which is the Karmel Report in 1985. Others are Finn Committee’s Report of 1991 and Mayer Report of 1992. Through a comparison of these competencies, some common findings are shown, such as literacy and numeracy which had continuously been emphasized in those reports. Finally, I analyze the “world class curriculum” described in the ‘Melbourne Declaration’ and a curriculum document developed by ACARA, and draw comparisons of the ‘General Capabilities’ developed in the Australian Curriculum with the competencies mentioned above and the OECD Key Competencies. In conclusion, I summarize the discussion to present a distinctive feature of Australian globalization in curriculum development focusing on ‘competency’, which can lead to a globalization aligned with the OECD and world trends.

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