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Indian education has often been criticized for focusing on rote learning rather than problem solving. Experts say the curriculum in most schools is outdated and disconnected from the actual world.

Randeep Kaur, education adviser at Plan India, a New Delhi-based children’s organization, said most Indian students learned only with the aim of scoring marks but never with the intention of understanding and enhancing their knowledge. “How many of them (students) can actually make use of what they had learned?” she asked.

The new program of study, called the CBSE-i will put less emphasis on methods such as memorization and greater focus on developing analytical and communication skills.

The shake-up of the National Curriculum in England's schools should ensure a place for both academic and vocational subjects, MPs have said. A report by the House of Commons education committee says boring lessons fuel bad behaviour and the curriculum should meet the needs of all pupils.

The report by the cross-party committee concluded: "Ministers should bear in mind that if the future curriculum is to have a beneficial effect on standards of behaviour in the classroom, it will need to meet the needs of all pupils and contain a mix of academic and vocational subjects, while being differentiated and enjoyable".

Committee chairman Graham Stuart MP said: "If the curriculum doesn't stimulate children, they will switch off, and the chances are that they will disrupt other children's learning. "The onus is now on the government to draw up a national curriculum which engages all children and meets their aspirations, then let teachers decide how to apply it."

The ministry of Education has announced that the school curriculum currently under review will be ready by March next year.

Minister of Education Dora Siliya says a team of experts will formulate the new syllabus once the review of the curriculum has been concluded.

the school curriculum is being reviewed to incorporate entrepreneurship and Information Communication Technology-ICT- skills.

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The National Commission for Colleges of Education (NCCE) is to restructure the curriculums and programmes offered by the Colleges of Education in the country in a bid to produce quality teachers in Nigeria who are knowledgeable, skilled and professional in their attitudes.

Dr Agada explained that for Colleges of education to realise their full potentials towards the production of the kind of teachers Nigeria needs in the 21st century, there is need to review and reposition Colleges of Education and all NCE awarding institutions for effective performance that meets international standards.

the restructuring was necessitated by public outcry about the inability of NCE graduates to effectively deliver instruction at the primary school.

According to top officials of the state education department, government is all set to effect thorough changes in the curriculum of primary and upper primary education in accordance with the Right to Education Act (RTE). Instead of the current curriculum which focuses more on writing answers, the new syllabus will focus more on activity-based learning.Outdated subjects and chapters will be removed and more informative and knowledgeable ones will be added.

Almost 350 teachers from all over the state will be trained and eventually will be given the responsibility of suggesting changes

THE Federal Government has said that the old Senior Secondary Education curriculum will be phased out in September, 2011 to give way for the implementation of the New Senior Secondary Education curriculum developed by the Nigerian Educational Research and Development Council (NERDC).

Teaching peace also places importance on the process of education, i.e. the structure of the classroom, shared power between teacher and student, and a cooperative, co-creative learning process where factors like race, religion, background and learning ability are honored as swaths of fabric in a colorful cultural quil

he case of the Program Pendidikan Damai , a peace education program specifically designed for the province of Aceh, Indonesia, is a good example of a culture of teaching peace. In response to the pandemic brutal war between the Free Aceh Movement and the Indonesian military which has caught tens of thousands of civilians in the crossfire, local educators solicited the advice of international non-governmental organizations in creating a curriculum rooted in principles of nonviolence. The curriculum incorporates tenets of Islamic teaching as well as Acehnese culture, and is thus aptly relevant to the students who, frustrated with the level of violence in their cities and countrysides, decided to participate in workshops and trainings to learn how they can be agents of positive change in their communities. The local schools have adopted the curriculum and have begun teaching the lessons during school hours.

teaching peace gives students the tools to constructively deal with the problems they encounter on both a personal and global level, and it helps them understand their responsibility for elevating the collective human experience.

Take, for example, the history syllabus. After a full quota of compulsory schooling, Australian students will be none the wiser about the origins and central tenets of liberalism: the basics of individual rights, representative democracy and the market economy, and the importance of civil society. Not to put too fine a point on it, but these are the absolute fundamentals of Western civilisation. And they are missing from the national curriculum.

FORMAL approval is being awaited from the Ministry of Education for the reintroduction of Bible study in public schools as part of the existing Religious and Moral Education (RME) subject.

“The purpose of Government’s RME curriculum is to develop knowledge of the diversity of religious beliefs as a source for moral education, while the purpose of CCN’s curriculum is to use the Bible as source for moral education.  This will help prevent the growing threat of moral decay in Namibian society and strengthen Biblical instruction in the school curriculum,” said Kapere.

She told The Namibian that Bible study at schools was done away with in Namibia after Independence, and the main reason for this is because the Constitution classifies Namibia as a ‘secular state’.“To focus on one specific religion would have been objectionable by the other religions,” she said. “Christianity is taught now, but it’s more historical than theological. With the new programme, children will go deeper into what the Bible says.”

A group of South African Indian teachers have asked the Education Ministry to recognise five Indian languages Hindi, Tamil, Urdu, Gujarati and Telugu as optional third language in the school curriculum. The five main mother tongues of South African Indians will die out completely in 50 years if they are not taught as formal school subjects, the teachers said.

Lest history repeat itself, Ontario has laid the educational groundwork for a new generation of students who appreciate the perils of interest rates and debt, and know the real cost of borrowing money.The province’s Ministry of Education has released comprehensive teacher guidelines that identify places in the Grade 4 through 12 curriculum where financial literacy can be inserted into classes as varied as mathematics, computer science and native studies.