There is considerable need for national and international curricula to reflect on the changes that are taking place in the world in and outside education institutions. Many educationalist are now asking themselves what quality curriculum in a technological era should look like, and reflect on the challenges and ways of achieving the necessary changes in education in order for such a curriculum to be realized. This requires rigorous deliberations and discussions in an organized manner to align curriculum and related processes for learning in the technological era. Thus a need to organize an international conference on curriculum in which participants could understand the impact of the mismatch between curriculum and its related learning aspect on the quality of education and be able to explore the potential technology and innovations to enhance curriculum development, implementation, teacher education, assessment and evaluation. The conference will bring together curriculum developers and implementers, education administrators and partners, trainers of teachers and other stakeholders to discuss the challenges and find solutions to mitigate the challenges of the 21st century. Quality education is at the centre of the 2030 Agenda for Sustainable Development Goals that requires education practitioners to meet, dialogue and come out with strategies to mitigate these challenges in a holistic way. The discussions are hoped to make recommendations on how Africa can make progress towards holistic hybrid modes of education. This will require many countries to re-design their national curricula in order to prepare young people to go through the technological era smoothly.
Date
23rd - 27th July, 2023
Country
Nairobi, Kenya
Participants
300 People
Scope
7 Themes
Objectives
- To develop a common understanding of how the mismatch between school curriculum, teacher education and learning assessment impact on the quality of education.
- To recommend actions on the application of technology in facilitating the process of aligning school curriculum, teacher education and learning assessment in Africa.
- To explore the potential of technology and innovation in enhancing curriculum development, implementation, and evaluation.
- Discuss and make recommendations on how Africa can make progress toward hybrid modes of educating, learning and assessment combining in-person and distance education.
- To elect new office bearers of ACA executive committee.
Themes
- Exploring the processes of designing and implementing learning experiences, including decisions regarding content (curriculum) and strategies for instruction (pedagogy).
- Pedagogical theory and instructional practice
- Curriculum as a program of learning
- Educational reform in curriculum and instruction
- Investigates the processes of specifying educational outcomes and designing methods for measuring student learning, evaluating the effectiveness of educational interventions, or assessing the impact of educational programs on learner’s acquisition of knowledge, skills and values
- Purposes of assessment (diagnostic, formative, summative)
- The politics and practice of educational accountability
- Intelligence or ability, competence or capacity: what are the measurable ends of education?
- Assessment strategies (portfolio, adaptive, computer)
- Types of educational measurement (qualitative, quantitative; cognitive, affective, performance)
Inquiries into the organization of formal systems of education and their impact on the teaching and learning process. Examines issues of professionalism in education and the roles of administrators and governing bodies on the educational institution and environment.
- Learning environments: the changing shape of educational institutions, and changing sites of learning
- The role of educational organizations in society and/or social change
- The teaching profession: teachers’ work, roles, and responsibilities
- Educational policies
- The changing purposes of education: shaping new kinds of worker, citizen and personal identities
- Educational administrators: effective leadership in a changing society
Investigations of learning and development in the first eight years of life, and the impact of formal, family, and socio-cultural influences on early learning.
- Influences of family and social/cultural environments on early learning
- Early childhood education: the roles of daycare, preschool, kindergartens
- Early childhood literacies, arts and communications
- Early childhood numeracies and science
Focuses on recognizing and responding to individual diversity in learners and on the dynamics of teaching and learning in diverse communities and classrooms. Considers issues of learners’ identities capabilities and inter-relationships among students, as well as strategies for promoting social justice, multicultural understanding, and disability mainstreaming
- Inclusive education
- Equity, participation and opportunity
- Minorities and Majorities: how these are changing
- Special education, learning difficulties, disability
International, global, multicultural and cross-cultural education
Explores the role of technologies in learning, and processes of learning about and through technologies.
- Technology and human values: learning through and about technology
- Crossing the digital divide: access to learning in, and about, the digital world
- New tools for learning: online digitally mediated learning
- Virtual worlds, virtual classrooms: interactive, self-paced and autonomous learning
- Ubiquitous learning: using the affordances of the new media
Studies of best practices in teaching and learning Science, Technology, Engineering, Arts and Mathematics
- Disciplines: teacher’s pedagogical content knowledge in Sciences (pure, applied) and the Arts (Languages, Humanities, Creative Arts)
- Learning in and about the natural environment
- Modes of instruction (didactic, inquiry, collaborative)
- Learning about and through technologies
Conference Organizers
