YANGON UNIVERSITY OF EDUCATION

Department of Curriculum and Methodology

CURRICULUM DEVELOPMENT IN RUSSIA

M.Ed. First Year (First Semester)
PM 611
Part (2) A
Presented by Group (4) 1
 Group Members
No. Roll No. Name

1. 1- Mahar Pyinnyar Epsy - 36 Ma Ngwe Htay Oo

2. 1- Mahar Pyinnyar Epsy - 37 Ma Zar Chye Lynn

3. 1- Mahar Pyinnyar Epsy - 45 Ma San Wai Myint

4. Mahar (Q) Pyinnyar Epsy - 16 Ma May Yee Palae`

5. Mahar (Q) Pyinnyar Epsy - 18 Ma Moe Moe Aung

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 Content
1. Approaches to curriculum planning
2. Curriculum Theory
3. Curriculum Philosophies
4. Essential components of curriculum
5. Curriculum Processes
6. Curriculum Content
7. Conceptions of Content
8. Organization of Content
9. Criteria for selecting content
10.Curriculum Development Models
11.Curriculum Evaluation
12.Functions of Curriculum Evaluation
13.Purposes of Curriculum Evaluation

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 What is curriculum?

 Refer to the overall plan or design for a course and how the
content for a course and how the content for a course is
transformed into a blue print for teaching and learning which
enables the desired learning outcomes to be achieved.(Cited,
Wiggins and Mc Tighe, 2006:6)

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 Four Categories:

Subject- Social Learner-

Broadfields
centred Problems Centred
approach
approach approach approach

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 There are several approaches to curriculum planning in Russia. But
according to their political rules, the most appropriate and common
approach is Standards-Based Curriculum.

Standards-Based
Curriculum

 A standard is a goal for students to achieve based on what they should

know and what skills they should have at a given grade level.
 Putting these two things together is what is referred to as a standards-
based curriculum. 6
 State in terms of measurable and observable student behaviour.
 Other approaches are used in making curriculum such as Subject-Centered
approach and Competency-Based Approach.
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 Curriculum Theory

 Macdonald (1971) stated that curriculum theory is one of the least

understood concepts in the curriculum area, but it basically means
examining what kind of a learning environment to have.
 Education curricula depend on educational theories, which in turn
depend on specific educational philosophies that derive their origins
from a specific social philosophy.
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 Herrick and Tyler wrote the article “Toward Improved Curriculum
Theory” in 1950. (Klein, 1992).
 With this study, the concept of curriculum theory started to attract
more attention.
 In this study, it was emphasized that curriculum development would
be incomplete without curriculum theories, and the importance of
curriculum theories was dwelt on (Klein,1992, Kliebard, 1977).
 Null (2016) classified curriculum theories as liberal, systematic,
existentialist, radical, pragmatic, and deliberative theories.
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 Liberal curriculum theory to raise intellectually and morally
complete individuals, ensure the
development of the mind.
 Systematic curriculum theory Focuses on accountability in students’
performance, standardized tests, the
roles that students should fulfill as
adults in the future.
 Existentialist curriculum theory setting out an inner journey of
liberation.
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 Radical curriculum theory
 Pragmatic curriculum theory
 Deliberative curriculum theory
Focuses on social change and
reconstruction
attaches importance to students’
gaining meaningful experiences
through the curriculum
Focuses on finding practical
solution to the problems of the
curriculum through deliberation
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 Polytechnical curriculum
theory

 Polytechnical curriculum theory was the only one which

addressed Fundamental issues about the nature of general
education in the modern industrial societies.
 Polytechnical theory like pragmatic curriculum theory, is
society centered.
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 American pragmatic curriculum theory was similar to Soviet
polytechnical theory.
 The Soviet curriculum was academically oriented with an
emphasis on science and mathematics which resulted from the
demands of the planned economy on the curriculum.
 The main idea of the model was that in the productive life of a
socialist society, the social implications and practical
applications of theoretical knowledge should be made known
through a polytechnic curriculum. 13
  Curriculum Philosophy
 A curriculum philosophy is a set of values or criteria that guides all decision
making when developing a curriculum. (Wiles, 2005)
 Educators utilize philosophy to create curriculums by setting priorities.
 Philosophy determine the dimensions of a curriculum, thereby defining the
extent of the curriculum development process. (Wiles, 2005)
 Russian researchers display a developed tradition of defining what the
philosophy of education is.
 A special area of knowledge that includes theory of education, pedagogy and
psychology of education. 14
 Concerned with identifying the main attitudes, perceptions and values
 “The image of the world and the place of the human in it” (Philosophy
of Education for the Twenty-first Century, 1992).
 The philosophy of education (University Research for Innovation,
2010).
 1. Social contract
 2. Integration of discoveries and education
 3. Leader training

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 4. The power of partnership
 5. Systematic problem solving
 6. Creative conditions
 7. The need for innovation
 8. Reduction of privileges
 9. Freedom as a basis for activity
 10. Priority of hope.

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  Essential Components of Curriculum
 A curriculum includes everything that is part of the plan for
instruction, including a scope and sequence, instructional units,
lesson plans, resources, teaching strategies and more.
 Primary general education comprises grades 1-4, from the age of
7 to 10 years.
 Lower secondary education takes 5 years and comprises grades
5-9, from the age of 11 to 15 years.
 Upper secondary education takes two years (grades 10-11). 17
 Students complete secondary education at the age of 17-18 years.
 Secondary education with 11 years of formal schooling is
compulsory.
On completion of upper secondary education (grade 11) a school
leaving certificate is awarded.
The name of this qualification is the Certificate of Secondary
General Education.

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The curriculum consists of the following subjects.
 Philology (Russian and a foreign language) 272 hours
 Mathematics 272 hours
 Social science 340 hours
 Natural sciences 408 hours
 Physical education 204 hours
 Technology 136 hours

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  Curriculum Process
 Curriculum development is the multi-step process of creating and
improving a course taught at a school or university
 In Russia, the education system includes two types of education:
general and professional
 General education has the following levels:
 Preschool education
 Primary general education
 Basic general education
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 Secondary general education
 Professional education has the following levels
 Training for professions
 Vocational education
 Higher education
 Postgraduate education

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  Curriculum Content
 Curricula
 General education curricula normally stipulate 34 weeks of study a year
and, as a rule, 27 to 38 hours of study a week.
 The school year starts on 1 September and runs through to the beginning
of June.
 Final school examinations are held in June.
 The Ministry of Education sets an approximate curriculum for schools of
general education.
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 The number of hours per subject and the number of years a subject is taught
may vary.
 The Ministry of Education sets 75% of the curriculum (state subjects),
while at least 10 % of the curriculum is set by the region and at least 10%
by the schools of general education.
 Other institutions, such as the gymnasiums and lyceums, make individual
adjustments to the general curriculum in accordance with the field of study
focused on at the institution in question.

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The tables below show the latest curriculum for general schools.
Approximate curriculum for general schools. Basic study plan for primary general education
(years 1-4)
Content of education Hours per week for each year
4- year primary school
I II III IV Total
Russian language and literature 9 9 8 8 34
Foreign languages 2 2 2 6
Mathematics 4 4 4 4 16
Environmental studies 2 2 2 2 8
Technology 1 1 2 2 6
Fine arts and music 2 2 2 2 8
Sport 2 2 2 2 8
Total* 20 22 22 22 86
*Maximum hours of study per week 24
Basic study plan for basic general education (years 5-9)
Content of education Hours per week for each year
Basic General Education
V VI VII VIII IX Total
Russian 210 210 140 105 70 735
Russian literature 70 70 70 70 105 385

Foreign languages 105 105 105 105 105 525

Mathematics 175 175 175 175 175 875

Computer science 35 70 105

History 70 70 70 70 70 350
Social science (economics and law) 35 35 35 35 140
Geography 35 70 70 70 245
Natural studies 70 70 25
Physics 70 70 70 210
Chemistry 70 70 140
Biology 35 70 70 70 245
Fine arts and music 70 70 70 35 35 280
Technology 70 70 70 35 245
Civics 35 35
Physical education 70 70 70 70 70 350
Total 910 945 1015 1050 1015 4935
Variation, subjects set by school, 175 175 175 175 210 910
region (6-day study week)
Max, hours of study 1085 1120 1190 1225 1225 5845

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Basic study plan for secondary complete general education- profile education
(years 10-11)
Subjects Compulsory and elective subjects
(2 years of study)
Basic level Profile
Russian language 70* 210
Russian Literature 210* 350
Foreign languages 210* 420
Mathematics 280* 420
History 140* 280
Sport 140* 280
Social science 70* 210
Economics 35* 140
Law 35* 140
Geography 70 210
Physics 140* 350 27
Chemistry 70* 210
Biology 70 210
Computer science 70 280
Art 70 210
Technology 70 280
Civics 35 140
Total: max, 2100
Subjects set by region 140
Subjects set by school min, 280
Total up to 2520

* Non- variable part (compulsory subjects)

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  Conceptions of Content
 John Biggs and his colleagues believe that “Curriculum design is a very
important part of creating a contextually relevant and responsive teaching
and learning environment for both lecturers and students.
 The curriculum contains the knowledge, skills and competencies that
students need to master in order to move to the next level in their studies,
and academic lecturers and tutors who are tasked with teaching this
curriculum should, therefore, ensure that the curriculum is up to date,
relevant, interesting and stimulating for students” .

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 A conceptual approach to the development of a curriculum is considered by
varied scientists to be a strategy, a methodological basis, a guiding thread, a
philosophy of collaboration of all stakeholders, a holistic position to
stimulate the development of students’ potential.
Conceptual Framework
 provides a strategic, holistic, equitable and sustainable model for
collaborative curriculum design for information literacy (IL) and lifelong
learning in teacher education.

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  Organization of Content

 A curriculum is often understood as a course, which is based on scientific

interests, content and results, developed by the teaching staff and
presented to students.
 According to R.W. Tyler, A.V. Kelly, this view reflects the conceptual
basis of a training program based on products. J. Annala, M. Mäkinen note
that some scientists suggest that scholars considering the curriculum of
higher education perceive its design as a planned and dynamic process
that reveals values and principles regarding learning, knowledge and
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disciplines, as well as the cultural and political goals of higher education.
Pinar provides an alternative strategy for understanding curriculum by
studying interdisciplinary reconfiguration of knowledge about content of
curriculum, and by using influence of academic knowledge on restructure
learners’ subjectivity.
To maximize the quality of student learning outcomes, we, as academics,
need to develop courses in ways that provide students with teaching and
learning materials, tasks and experiences which:
1. are authentic, real-world and relevant;
2. are constructive, sequential and inter-linked;
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 3. require students to use and engage with progressively higher-order
cognitive processes;
 4. are all aligned with each other and the desired learning outcomes;
 5. provide challenge, interest and motivation to learn. (Noel M. Meyers,
Duncan D. Nulty)
 R.W. Taylor pointed out basic requirements for formulating goals of
curricula: taking into account the needs and interests of students and the
requirements of modern life.

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  Criteria for selecting content of Russia Curriculum
 1. National values
-the values and traditions of Russia ( history, culture and language)
 2. Scientific and technological progress
-the latest development in science and technology to prepare students for
future careers.
 3. Global trends and challenges
-Curriculum content is relevant to global challenges (climate change,
globalization and human rights)
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 4. Social and economic needs
-the social and economic needs of Russia to prepare students for the
demands of the workforce
 5. Student-centered
Based on students’ interests, abilities and needs.
 6. Age- appropriate
-Age-appropriate and take into account the development stages of
students.

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 7. Balanced
-Provide a broad range of subject to have students a well-rounded education
 8. Continuous improvement
-continuously reviewed and improved to achieve the educational goals of
Russia

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  Russia curriculum development models
 1. State Standards Model
 State- approved standards

 Standards are developed by the Ministry of Education and Science

 Provide a framework
 Implementing and following by schools

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  2. Competency- Based Model
 In recent years, Russia transited a competency- based approach
 This model focuses on the development of knowledge, skills and abilities
 It emphasizes problem- solving, critical thinking, communication and
collaboration

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  3. Subject- Centered Model
 Focuses on a subject-specific approach
 It places emphasis on subject- specific knowledge and skills

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  4. Integrated Model
 Integrating different subjects and disciplines into a holistic curriculum
 It emphasizes interdisciplinary learning
 Fostering a more holistic understanding of the world.

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  Curriculum Evaluation
 An essential process that aims to assess the effectiveness, relevance, and
quality of the curriculum across the country
 The Ministry of Education and Science in Russia
 Collaborate with educational experts, teachers, and other stakeholders
to conduct curriculum evaluation at various levels, from primary to
higher education

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  Functions of Curriculum Evaluation
(1) Quality Assurance
 Evaluating that the curriculum meets the established quality standards
 Selection of criteria for quality of curricula
 (1) Conceptual ideas
 (2) Content
 (3) Modularity
 (4) Technology
 (5) Assessment of curricular implementation
 (6) Interactivity 42
(2) Relevance and Currency
 Determining if the curriculum is relevant and aligns with the changing
societal needs, technological advancements, and emerging educational
trends
 Taking into account the needs and interests of students and requirements of
modern life
(3) Effectiveness of curriculum
 Assessing the effectiveness of curriculum in achieving the educational
aims
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(4) Identifying strengths and weaknesses of curriculum

 Identifying strengths and weaknesses of curriculum and drawbacks

in the implementation of curriculum

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  Purposes of Curriculum Evaluation
(1) Continuous Improvement
 To facilitate ongoing refinement of curriculum, enabling educators to
adapt and update the curriculum
 To identify areas for improvement and enhancement
(2) Alignment with Standards
 To assess the curriculum to ensure its compliance with national
educational standards and frameworks such as Federal State Educational
Standards (FSES)
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 (3) Enhancing Learning Outcomes
 To improve students’ achievement by ensuring that the curriculum
fosters relevant knowledge, skills and competencies needed for
personal and professional development
 To maximize the quality of students’ learning outcomes and to align
with the desired learning results

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 (4) Stakeholder Engagement
 To promote collaboration and engagement among stakeholders by
seeking input and feedback for curriculum development
 To promote the development of curriculum design by involving
both teachers and students in the assessment process

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References
Ben Eklof, Larry E . Holmes and Vera Kaplan (2005). Educational Reform in Post- Soviet Russia.
Druzhinina, M., Istomina, O., & Solovyova, E. (2018). Curriculum design in the system of
professional education. SHS Web of Conferences, 50(01046), 1-7.
https://doi.org/10.1051/shsconf/20185001046
Curriculum Design in Professional Education: doi.org
E. Ropo and T. Autio (eds. ) (2009). International Conversations on Curriculum studies, 273- 289.
J. Annala, M. Mäkinen, TCI 8(1) (2011)
J. Biggs, C. Tang, Teaching for Quality Learning at University (McGraw Hill Education & Open
University Press., Maidenhead, 2007)

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• Klein, M. F. (1992). A perspective on the gap between curriculum theory and practice. Theory into
Practice, 31 (3), 191-197.

• Kliebard, H.M. (1997). Curriculum theory: give me a “for instance”. Curriculum Inquiry, 6(4),
257-269.

• Natalia,M.,Belkova, Donchenko,E., Liu,F., and Morozova,O. (2018). Curriculum Design in

Professional Education: Theory and Practice. SHS Web of Conferences 50, 01046

• Nhlapo, V. (2020, November). The Aims of the Russian Education System Compared with the
Education Objectives of the BRICS Member States [PDF]. Retrieved from
https://www.researchgate.net/publication/347181508

• N.M. Meyers, D.D. Nulty, Eval. High. Educ. 34(5), 565-577 (2009)

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•NORRIC.(2005). The system of education in Russia.
•Null, w. (2016). Curriculum: From theory to practice. Plymouth: Rowman & Littlefield.
•UNESCO. (2021). Global Education Monitoring Report 2021: Inclusion and education:
All means all. UNESCO Publishing.
https://en.unesco.org/gem-report/report/2021/inclusion
•W.F. Pinar, The synoptic text today and other essays. Curriculum development after the
reconceptualization (Peter Lang, New York, 2006)
•Wiggins G. & Mc Tighe J. (2006) Understanding by design: A framework for effecting
curricular development and assessment.
•Wiles, J. (2005). Curriculum essentials : a resource for educators (2 nd ed). Boston,
Massachusetts : Pearson Education.
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