Reform of local curricula for basic education in 2004-2006

This research is an analysis of how local curricula for basic education were reformed and implemented on the basis of the national core curriculum reform in 2004-2006. The research also focuses on how the local needs for development were considered and how the characteristics of different municipalities were manifest in the local reform process. Such factors as attitudes towards the reform and views on resources available are also studied among local actors in the field of education.      

Altogether 43 municipalities participated in the research. Factors affecting the implementation of teaching and learning at the local level - such as the socio-economical background, educational achievements, geographical location and the medium size of the population - were taken into consideration when selecting the municipalities. The research was performed in two phases in 2005 and 2006, mainly as quantitative but also partly as qualitative surveys. 413 persons participated in the first phase and 399 persons in the second phase of the research. Questionnaires were sent to actors in municipal educational administration: teachers, headmasters, directors and the members responsible for basic education in municipal boards.   

Attitudes towards the reform of local curricula for basic education were somewhat neutral; in other words, attitudes were neither negative nor positive. Resources for reforming curricula were considered scarce. Reforms at the local level supported, to some extent, the emergence of a uniform national basic education and set of educational values, and also promoted national uniformity in teaching practices and general school activities in some amount. General parts of the national core curriculum (such as the set of educational values, conception of learning, learning environment, working culture) were implemented in teaching practices to some degree. Cross-curricular themes were weakly implemented in curricula, and their integration into teaching  practices was insufficient. Training for reforming curricula facilitated and strengthened the reform process significantly. The structure of the reform, the so-called partnership model, did not support the process in a meaningful way. The local needs for developing education were not taken into consideration in reforming or implementing curricula. Development of curricula was not, however, tied to the socio-economical factors or educational achievements in different municipalities.

In future, local curricula and the curriculum reform could be developed by emphasizing the normative nature of the national core curriculum and by guiding and supporting the local reform process - also on the basis of the local needs for development. In addition, the learning process of teachers, regarding the curriculum reform, should be facilitated by additional training. The partnership model should be developed as well. In future, the national core curriculum could focus on developing the key competences of learners.

Key words: curriculum, national core curriculum, curriculum reform, local curriculum, basic education