The document discusses survey responses from educators in 18 countries on issues relating to curriculum design and implementation. Key findings include: - Respondents from China and India acknowledged that their curriculums meet student, job market, and community needs but face challenges like inadequate technology, lack of civic engagement, and political interference hindering improvements. - Both Chinese and Indian respondents indicated that stakeholder participation exists but is undermined by political turmoil. - It can be concluded that while curriculums in China and India aim to meet needs, they still face difficulties like limited technology access and political obstacles disrupting reform efforts that require addressing.

1. The situation in other 18
countries…
 Burma (Htay Htay), Belgium (Jeroen),
Kyrgyzstan (Gulnara), India (Abraham),
China(Shi Hai), Turkmenistan, (Tamara),
 Kazachstan (Zhanath), Romania (Cristina),
Pakistan (Amina),Egypt (Abdullah),Ecuador
(César),Malaysia (Sharmini), Estonia (Maie),
Philippines (María), Belarus(Andrei), Sri
Lanka (Manjula), Ivory Coast (Aimè) and
Madeira (Rom)

2. STUDENTS’ NEEDS
Does curriculum meet the needs of students?
1=yes 2= no 3 = sometimes
1
68%
2
13% 3
19%

3. WORK MARKET
Does curriculummeet the needs of the work market?
1=yes 2= no 3 = sometimes
1
57%
2
29%
3
14%

4. COMMUNITY
Does curriculummeet the needs of the community?
1=yes 2= no 3 = sometimes
1
60%
2
27%
3
13%

5. MINORITIES
Does curriculummeet the needs of minorities?
1=yes 2= no 3 = sometimes
1
39%
2
23%
3
38%

6. EXPERTS v TEACHERS
Is CurriculumRe- design done byexperts appointed bythe
authorities?
1=yes 2= no 3 = sometimes
1
86%
2
14%
3
0%

7. POLITICAL TURMOIL
To which extent does political turmoil get in the wayof
CurriculumImprovement?
1=yes 2= no 3 = sometimes
1
27%
2
66%
3
7%

8. COURSEBOOKS
Are there anyavailable coursebooks that meet curricular
needs?
1=yes 2= no 3 = sometimes
1
19%
2
71%
3
10%

9. CIVIC ENGAGEMENT
Is there civic engagement as a result of the implementation of
curriculum?
1=yes 2= no 3 = sometimes
1
36%
2
35%
3
29%

10. TESTING & ASSESSMENT
Do students get low scores in formative / summative tests and
low performance standards in ongoing assessment?
1=yes 2= no 3 = sometimes
1
38%
2
43%
3
19%

11. PRIVATE EDUCATION
Does Private Education take advantage of Public Education's
shortcomings to provide tuition, support and coaching to
those who can afford it?
1=yes 2= no 3 = sometimes
1
53%
2
40%
3
7%

12. NATIONAL COURSEBOOK
WRITERS
Are there anynational coursebook writers capable of writing
suitable textbooks, developing suitable software and other
teaching materials?
1=yes 2= no 3 = sometimes
1
100%
2
0%
3
0%

13. $$$$$$$$$$$$$$
Is there enough funding for national coursebook production?
1=yes 2= no 3 = sometimes
1
59%
2
35%
3
6%

14. TEXTBOOK VARIETY
Is there enough varietyof textbooks suitable for curriculum
implementation?
1=yes 2= no 3 = sometimes
1
47%
2
35%
3
18%

15. INTERNATIONAL
COOPERATION
Is there enough international cooperation regarding textbook
production and publishing?
1=yes 2= no 3 = sometimes
1
47%
2
40%
3
13%

16. NATIONAL COOPERATION
Is there enough cooperation and teamwork among teachers?
1=yes 2= no 3 = sometimes
1
56%2
19%
3
25%

17. TECHNOLOGY
Is technologynot advanced enough?
1=yes 2= no 3 = sometimes
1
50%
2
50%
3
0%

18. STUDENTS AND PARENTS
Are students and parents ever consulted?
1=yes 2= no 3 = sometimes
1
75%
2
25%
3
0%

19. Mr. Shi Hai, a SUSI 2011 teacher from China consents that the curriculum
meets the needs of the students, the job market , the community and the
minorities in his country.
For instance when asked on the involvement of other people in the redesigning
of curriculum, he provided no answers, but most revealing , he said yes to the
fact that politics get in the way of curriculum practices even though he proved
no explanation or description as to how or why.
When asked about the use of technology in the curriculum, he stated that it
depended on the different areas taken into account. In some places it is
possible to enjoy cutting edge technology while in others it is not. One thing is
clear, reading Mr. Shi Hai’s answers, one can safely conclude that the
curriculum redesign in China faces some difficulties which need to be
addressed just like in many other countries. For instance the issue of political
turmoil getting in the way of effective curriculum implementation or the lack of
civic engagement derived from it.
CASE STUDY: CHINA

20. CASE STUDY: INDIA

The respondent from India, Mr. Abraham John gave a similar
response to the one given by Mr. Shi Hai, the respondent from
China. He painted the same picture of inadequate use of
technology in curriculum implementation and or redesign. Even
when he acknowledges some participation by stake holders,
their participation is eroded by political turmoil. Hence,
disempowering the very stake holders mentioned earlier on
have indeed played a significant role in curriculum re-design.
 It is therefore safe to conclude that even India faces challenges
when it comes to matters regarding curriculum re-design.