Guide to expanding secondary education
An overview of the process
Create a reform management team
Determine where you are now
Determine where you want to get to and by when
Identify key issues that need resolution
Look at how other countries have done it
Plan articulation with other programmes, particularly TVET
Plan any help that institutions may need?
Decide on the structure of the curriculum and how it is to be defined
Develop a curriculum framework
Develop subject documents
A small lean executive team anwerable to a broad task force is quite a good model. Some countries have ensured that the team leader is an adviser to the Minister in view of the number of political level decisions that will have to be taken
Determine basic data about the existing teaching force, the output of training institutions, enrolment rates, progression and dropout rates, examination performance, etc. This is needed for making realistic projections and as baseline data against which to measure progress.
This involves some major decisions about how fast the expansion should be and also about the programmes of the new secondary system. A statistical model for the expansion will be required. A roadmap and timeline for the reform wilis desirable.
This follows from the previous step. Key political decisions will be needed on the structure of the revised system, how each phase should be taught and where the new phase boundaries are. Some public education through public consultation will be needed.
Different countries have done this in different ways. Many models are available, all having advantages and disadvantages.
The revised programme must articlate well withfurther and higher education institutions, it must satisfy market demands and it must dovetail seamlessly with the TVET system
Many institutions (curriculum, examining, teacher education, inspectorate, qualifications authorities, advisory services, etc) will be involved in the change and and will have to devise programmes to accommodate it. Are they up to the challenge?
The finer details. What is the underlying philosopy of the curriculum and how will this be reflected in its structure and content? What kind(s) of documents will be needed?
This is the document that gives all the guidance needed to all those responsible for implementing (and examining) the curriculum. It often has legal status
The details of what is to be taught in each phase or grade in each subject. There are many different ways of expressing these. It is usual to have several different documents per subject area
