Analysing curriculum development through schools’ external evaluation – the guidelines in Portugal and England

Carla Figueiredo, Carlinda Leite, Preciosa Fernandes

Abstract


The establishment of basic standards for school education in Europe, since the end of the 20th century, alongside with a movement for school autonomy, in the late 80’s (Eurydice, 2007), raised concerns with the quality of schools management and educational service, curriculum included (Clímaco, 2005; Key, 2002; Alaíz, Góis, & Gonçalves 2003). As a result, many countries created accountability and quality assurance systems, such as school evaluation (SE) processes. This paper aims to answer the question of how SE processes, particularly school external evaluation (SEE) address curriculum planning and development, in Portugal and England, by analysing the SEE framework used in both countries, and identifying key indicators for assessing the curriculum. The main conclusions are: 1) Portugal’s SEE framework covers a wide range of indicators and targets mostly curriculum development initiatives; 2) England’s SEE framework focuses mostly on teachers’ posture and dedication, and on the learning environment.

Full Text:

PDF

Refbacks

  • There are currently no refbacks.


Euro-JCS is indexed in CAPES/QUALIS (Category: Education |  Classification: B3)