ERIC Number: ED369133
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Policies of Gender and Equal Opportunities in Curriculum Development: Discussing the Situation in Finland and Britain. Research Bulletin 85.
This report analyzes contradictions in policies of equal educational opportunities, using Finland and Britain as examples. The analysis focuses on the relation of intended to actual policy and considers policies within the context of 1980s curriculum development. During that period, Finland gradually decentralized educational decision making, and Britain's 1988 Educational Reform Act originated the National Curriculum. The second chapter describes the Finnish context and the role of gender and equal opportunities in Finland's comprehensive school curriculum. Curriculum documents do not support the policy of promoting equal gender opportunities. The third chapter discusses the British educational policy and documents of the British National Curriculum and the status of equal opportunities within it. Although there is more sensitivity to gender issues in the British material, the stature of equal opportunities issues is equally ambiguous. The fourth chapter summarizes similarities and differences between the two countries' educational policies and discusses the contexts influencing recent restructuring efforts. Except for centralization levels, choice and accountability goals govern each country's educational rhetoric; although administration is delegated, expenditure cuts constrain the possibilities of the educational process. In neither country has equality been discussed as a dimension of accountability. (Contains 107 references.) (MLH)
Descriptors: Accountability, British National Curriculum, Comparative Education, Curriculum Development, Decentralization, Educational Policy, Equal Education, Females, Foreign Countries, Secondary Education, Sex Bias
Department of Education, P.O. Box 39 (Bulevardi 18), SF-00014 University of Helsinki, Finland.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Helsinki Univ. (Finland). Dept. of Education.
Identifiers: Finland; Great Britain