Академический Документы
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Культура Документы
ISSN 2286-4822
www.euacademic.org
Abstract:
The aim of this study is exploring some of the main approaches
of Religion, Ethics and Moral education Curriculum in European
countries. Two of the main research questions include: (1) What are the
main approaches?, and (2) how it is designed religion, ethics and
moral education curriculum according to grades in European
countries?
Hypothesis of the study include: (1) Religion, ethics and moral
education curriculum in general is spread up in all of the grades of
pre- university education, and (2) occupies a small proportion of taught
time in pre- university education in European countries.
The method is based on quantitative approach supported by
qualitative approach. The instruments used in the study include: (1)
format for review of official documentation, (2) Interviews. The sample
consists of civic education curriculum teachers in (a) two primary
schools, (b) two secondary schools in Tirana, Albania.
The study conclusions highlight that Religion, Ethics and
Moral Education Curriculum is taught: (1) in primary and in lower
secondary education only in 5 European countries or in 15.63% of
them. (2) from grade 1st up to grade 12th in 13 European countries or
in 40.63% of them. (3) as flexible curriculum where schools or local
authorities decided in two European countries or in 6.25% of them,
and (4) is not taught in the core curriculum in 8 European countries
or in 25% of them.
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2. METHODOLOGY
The main method used in Religion, Ethics and Moral Education
Curriculum Approaches in European Countries research is
mainly quantitative, but supported by qualitative one. The
techniques used in the study include: (1) review of official
documentation, (2) observation by self-declaratory instruments.
Instruments used in Religion, Ethics and Moral Education
Curriculum Approaches in European Countries research are: (1)
Format for review of official documentation, (2) Interviews. The
format for the review of official documentation, as well as
interview format contains dimensions and statements that
focus on: (1) main concepts of religion, ethics and moral
education curriculum, (2) main approaches of religion, ethics
and moral education curriculum, (3) map of religion, ethics and
moral education curriculum implementation, (4) structure of
religion, ethics and moral education curriculum according to
grades, (5) structure of religion, ethics and moral education
curriculum according to taught time, (6) structure of religion,
ethics and moral education curriculum according to curriculum
type.
Sample of Religion, Ethics and Moral Education
Curriculum Approaches in European Countries research is been
compounded by civic education curriculum teachers in (a) two
primary schools, (b) two secondary schools in Tirana. The
selection of schools was intentional based on the list of pilot
schools that have implemented competencies based curriculum.
Teachers were willing to answer the questions of interviews.
The findings of the two instruments were summarized in
synthetic way to use as the basis for the analysis of the
findings. For the processing of data collected two main analyses
were used: (1) descriptive analysis, (2) typology qualitative
analysis.
Limitations of the study include: (1) The instruments
used included a relatively small number of respondents to
EUROPEAN ACADEMIC RESEARCH - Vol. IV, Issue 6 / September 2016
5768
Country
Grades
Numbe
r
of
classes
50
50
0
50
Type
curriculum
of
1
2
3
4
Belgium
Bulgaria
Czech Republic
Denmark
Germany
1st 12th
10th -12th
N/A
1st 7th ; 9th 10th
1st 12th
50
Defined curriculum
6
7
8
9
10
11
12
13
14
15
Estonia
Ireland
Greece
Spain
France
Italy
Cyprus
Latvia
Lithuania
Luxembourg
N/A
1st 12th
3rd 9th
1st 10th
N/A
1st 10th
1st 12th
1st -3rd
1st -12th
1st -10th
0
130
50
50
0
120
50
40
30
140
16
17
18
19
20
21
Hungary
Malta
Netherlands
Austria
Poland
Portugal
7th - 12th
1st -11th
Flexible
1st -9th
N/A
1st -12th
20
150
Flexible
70
0
40
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
22
23
24
Romania
Slovenia
Slovakia
0- 9th
N/A
1st -10th
30
0
30
Defined curriculum
Deviations
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
Defined curriculum
flexible curriculum
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Finland
1st -9th
35
flexible curriculum
26
27
N/A
Flexible
0
Flexible
Flexible curriculum
28
29
30
Sweden
United
Kingdom
Iceland
Liechtenstein
Norway
N/A
1st -5th
1st -10th
0
30
65
Defined curriculum
flexible curriculum
31
32
Croatia
Turkey
N/A
4th -12th
0
50
Defined curriculum
Number of countries
1
5
13
2
1
2
8
32
%
3.13
15.63
40.63
6.25
3.13
6.25
25.00
100.00
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40.63
25.00
15.63
6.25
3.13
Designed in
primary
education
6.25
3.13
Designed in
Designed in Designed in 3rd Designed in
primary and grades 1st- 12th or 7th grade up upper secondary
lower secondary
to 12th grade education only
education
Designed as
flexible
curriculum
N/A
1
2
3
4
5
0 classes
20- 40 classes
50- 70 classes
120- 150 classes
Flexible classes
Total
Number
countries
8
8
10
4
2
32
of
%
25.00
25.00
31.25
12.50
6.25
100.00
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31.25
25.00
25.00
12.50
6.25
0 classes
120- 150
classes
Flexible
classes
1
2
3
4
Defined curriculum
Flexible curriculum
1/2 flexible curriculum
N/A
Total
Number
countries
19
2
3
8
32
of
%
59.38
6.25
9.38
25.00
100.00
5772
59.38
25.00
6.25
Defined curriculum Flexible curriculum
9.38
1/2 flexible
curriculum
N/A
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4.1 Recommendations
Central institutions of education should consider
strengthening of students competencies in primary,
lower secondary or upper secondary education with
cultural, ethnic, regional, linguistic, social, economic,
technological, political and religious diversity.
Central institutions of education should consider
strengthening of students competencies in upper
secondary education with the development of skills of
young people to take responsibility for their lives and to
participate as active and competent citizens in society.
Central institutions of education should consider
teaching of Religion, Ethics and Moral Education
Curriculum as part of social sciences in pre- university
education system in Albania.
Central institutions of education should consider
teaching of Religion, Ethics and Moral Education
Curriculum as part of social sciences in primary, lower
secondary or upper secondary education in Albania.
Central institutions of education should consider
teaching of Religion, Ethics and Moral Education
Curriculum as part of social sciences as flexible,
flexible, or defined curriculum in Albania.
Central institutions of education should consider
number of classes for teaching of Religion, Ethics and
Moral Education Curriculum as part of social sciences in
primary, lower secondary or upper secondary education
in Albania.
Central institutions of education should consider
compulsory confessional or non- confessional curriculum
approach for teaching of Religion, Ethics and Moral
Education Curriculum as part of social sciences in
primary, lower secondary or upper secondary education
in Albania.
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REFERENCES
1. Alberts, W. (2008). Integrative Religious Education in
Europe. A Study-of-Religions Approach.
2. Borne, D. (2004). Revue Internationale de lEducation.
Dossier no. 36 (July 2004), CIEP, Svres.
3. Council of Europe (Parliamentary Assembly) (2005).
Assembly debate on 4 October 2005 (27th Sitting) (see
Doc. 10673, report of the Committee on Culture, Science
and Education, rapporteur : Mr Schneider). Text
adopted by the Assembly on 4 October 2005 (27th
Sitting).
4. Davidsen, M. (2010): The Secular Future of Religious
Education in Europe. Review of: Wanda Alberts:
Integrative Religious Education in Europe, Berlin: de
Gruyter,
2007,
in:
Zeitschrift
fr
junge
Religionswissenschaft, v (July), URN: urn:nbn:de:0267201007-davidsen-1
5. Eberle, E. J. (2011). Church and State in Western
Society. Ashgate Publishing, Ltd. p. 2. ISBN 978-1-40940792-8. Retrieved 9 November 2012. The Church of
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