The thesis follows a problem solving methodology. A change in Jordan is identified as the 1964 Education Act. This Act changed the stated normative aims of education in Jordan. Against this a no-change element is represented by the curriculum organisation of Jordanian primary schools. The thesis attempts to suggest possible solutions for this problem. An ideal long-term solution is suggested in terms of Dewey's writings on education. It is indicated that the practice of primary schools in England and Wales with reference to the curriculum provides a realisation of many of Dewey's theories. These practices are examined in detail. However, on considering the specific initial conditions in Jordan, social, economic and educational, the thesis accepts that emulation of the system in England and Wales must remain a long-term goal. Social organisation, religious attitudes and financial stringency all indicate that a more specific target which is easier to achieve needs to be identified. A short-term solution is therefore suggested in terms of the Taba-Tyler curriculum model. This is elaborated in some detail. The final chapter discusses how both the short and long term proposals could be implemented in the Jordanian context. CUrriculum change in the primary school is seen as being an essential element in the development process in Jordan.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:630599 |
| Date | January 1984 |
| Creators | Abu-Dabaat, Z. |
| Publisher | University College London (University of London) |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://discovery.ucl.ac.uk/10019524/ |
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