The University of Stirling has welcomed international researchers, policymakers and practitioners to a major European conference on curriculum studies.
Education systems across the world are developing new forms of national curriculum, with an increasing focus on the centrality of the learner, the development of core competencies and the importance of teachers as school-based curriculum developers.
The 3rd European Conference on Curriculum Studies brings to the University of Stirling senior policymakers and policy developers, and international curriculum scholars to discuss and to influence curriculum development.
Professor Mark Priestley, Director of the Stirling Network for Curriculum Studies, said: “We are delighted to welcome so many curriculum scholars from around the world to Stirling. They bring a range of rich perspectives, which will enhance conversations about curriculum in Scotland at this key point in the development of Curriculum for Excellence.”
Keynote speakers include Professor Lyn Yates, Redmond Barry Distinguished Professor at the University of Melbourne, and Dr Ng-A-Fook, Director of the Teacher Education Program at the University of Ottawa.
Opening the conference, Deputy First Minister and Cabinet Secretary for Education and Skills, John Swinney said: “As well as providing great opportunities for undergraduate learning, our universities also undertake world-leading research using some of the most advanced facilities in Europe. They attract incredibly talented individuals from across the EU and beyond and enable them to take part in ground breaking innovative research and productive collaborations across Europe.
“This is why we continue to invest in research, innovation and technology so that Scotland remains a productive and competitive country.
“The discussion at this University of Stirling conference on the role of government in the curriculum is particularly timely given my announcement of the next steps in our review of education governance.
“I look forward to seeing the positive impact which these deliberations have on the understanding of curriculum development and practice – in Scotland and beyond.”