Publication at Faculty of Education |
2021
Abstract
Current Czech educational policy has called for radical trimming down of the content of curriculum framework for compulsory school. The sociology of education, however, warned that the swing to competency-based curricula could have negative consequences for equity of educational opportunity.
Our comparative paper reviews the approaches to address "curriculum overload" in documents of international bodies and in recent curricular reforms in Europe and beyond. We present some alternatives to syllabus reduction as rethinking school day or even introduction of knowledge-rich curricula.