Misplaced Pages

#370629

74-474: The specific duties and areas of responsibility for a provost as chief academic officer vary from one institution to another, but usually include supervision and oversight of curricular , instructional, and research affairs. A section of Harvard's 1997 Re-accreditation Report for the New England Commission of Colleges and Schools described the provost: The Provost at Harvard acts as an extension of

148-478: A provost and deputy director in 2013 but, after the holder left in 2015, no longer have the position in their management structure. However, only a few of the Russell Group universities with provosts (including Imperial, Durham, Edinburgh and Bristol ) explicitly identified the provost as being the chief academic officer, and Exeter and Sheffield continued to explicitly identify the chief executive officer as

222-474: A university 's schools, colleges, or faculties typically report to the provost, or jointly to them and the institution's chief executive officer —which office may be called president , chancellor , vice-chancellor or rector . Likewise do the heads of the various interdisciplinary units and academic support functions (such as libraries , student services, the registrar , admissions , and information technology ) usually report there. The provost, in turn,

296-465: A collection of such units, each, in turn, comprising a specialized, specific part of the curriculum. So, a typical curriculum includes communications, numeracy, information technology, and social skills units, with specific, specialized teaching of each. Core curricula are often instituted, at the primary and secondary levels, by school boards, Departments of Education, or other administrative agencies charged with overseeing education. A core curriculum

370-431: A course of thinking and action. Plus, the teacher continually evaluates the process and what they can see of outcomes. Marsh and Willis view curricula as all the "experiences in the classroom which are planned and enacted by teacher, and also learned by the students." Any definition of curriculum, if it is to be practically effective and productive, must offer much more than a statement about knowledge-content or merely

444-624: A group is reciprocal, with the formation of its individual participants. Although it formally appeared in Bobbitt's definition , curriculum as a course of formative experience also pervades the work of John Dewey (1859–1952), who disagreed with Bobbitt on important matters. Although Bobbitt's and Dewey's idealistic understanding of "curriculum" is different from current, restricted uses of the word, writers of curricula and researchers generally share it as common, substantive understanding of curriculum. Development does not mean just getting something out of

518-491: A high level of instructor or learner autonomy. Many countries have national curricula in primary and secondary education , such as the United Kingdom's National Curriculum . UNESCO 's International Bureau of Education has the primary mission of studying curricula and their implementation worldwide. The word "curriculum" began as a Latin word which means "a race" or "the course of a race" (which in turn derives from

592-677: A mixture of this with the US system: the president of the college is the Glasgow-based Principal and Vice-Chancellor of Glasgow Caledonian University, leaving the New York-based Vice President and Provost as the senior official at the campus. The title "provost" (Latin: praepositus ) has been used in England from medieval times for the head of colleges such as Oriel College, Oxford and Eton College . More recent colleges have adopted

666-527: A more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. A curriculum may also refer to a defined and prescribed course of studies, which students must fulfill in order to pass a certain level of education. For example, an elementary school might discuss how its curricula is designed to improve national testing scores or help students learn fundamental skills . An individual teacher might also refer to his or her curriculum, meaning all

740-399: A process is when a teacher enters a particular schooling and situation with the ability to think critically, an understanding of their role and the expectations others have of them, and a proposal for action which sets out essential principles and features of the educational encounter. Guided by these, they encourage conversations between, and with, people in the situation out of which may come

814-425: A provost. Finally, in some colleges and universities, the title of provost (and the function of deputy to the president or chancellor) may be separate from the function of chief academic officer. Universities using provost in the title of their chief executive officer include University College London and Trinity College, Dublin . The title is also used for the heads of Oriel , Queen's and Worcester colleges in

SECTION 10

#1732858956371

888-460: A range of complex classroom interactions, and what is actually delivered can be considered the "implemented" curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated as learning outcomes or competencies ) constitutes the "achieved" or "learned" curriculum. In addition, curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and beliefs of learners, teachers, and communities;

962-399: A scolding, being ridiculed, or being required to stay after school, among other punishments. Thus, a curriculum can be viewed as a field of study. It is made up of its foundations (philosophical, historical, psychological, and social foundations), domains of knowledge, as well as its research theories and principles. Curricula as an area of study should be scholarly and theoretical. The field

1036-431: Is a curriculum, or course of study, which is deemed central and usually made mandatory for all students of a school or school system. However, even when core requirements exist, they do not necessarily involve a requirement for students to engage in one particular class or activity. For example, a school might mandate a music appreciation class, but students may opt out if they take a performing arts class. In Australia ,

1110-462: Is a means that unifies curricular elements. Thought is not derived from action but tested by application. Caswell and Campbell viewed curricula as "all experiences children have under the guidance of teachers." This definition is shared by Smith, Stanley, and Shores when they defined curriculum as "a sequence of potential experiences set up in schools for the purpose of disciplining children and youth in group ways of thinking and acting." Curriculum as

1184-415: Is almost always defined with relation to schooling. According to some, it is the major division between formal and informal education . However, under some circumstances it may also be applied to informal education or free-choice learning settings. For instance, a science museum may have a "curriculum" of what topics or exhibits it wishes to cover. Many after-school programs in the US have tried to apply

1258-511: Is based on directives coming from the Ministry of Education, Culture and Science (OCW). Primary and secondary education use key objectives to create curricula. For primary education the total number of objectives has been reduced from 122 in 1993 to 58 in 2006. Starting in 2009 and 2010 all key objectives are obligatory for primary education. The key objectives are oriented towards subject areas such as language, mathematics, orientation towards self and

1332-457: Is concerned with broad, historical, philosophical social issues and academics. Mark Smith suggests a starting definition of "curriculum" offered by John Kerr and taken up by Vic Kelly in his standard work on the curriculum: "All the learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school". There are four ways of approaching curriculum theory and practice: In recent years

1406-404: Is divided into chunks of knowledge called subject areas in basic education including English, mathematics, science, and social studies. In college , discipline may include humanities, sciences, languages, and many more. Curricula should consist entirely of knowledge which comes from various disciplines. Dewey proposed that learning the lesson should be more interesting and beneficial than receiving

1480-725: Is often the right-hand person of the provost who assumes the provost's responsibilities in the provost's absence. Provosts are often chosen by a search committee made up of faculty members, and are almost always drawn from the ' tenured faculty' or 'professional administrators' with academic credentials, either at the institution or from other institutions. At some North American research universities and liberal arts colleges , other titles may be used in place of or in combination with provost, such as chief academic officer or vice president for academic affairs (or, rarely, academic vice-president, academic vice rector, or vice president for education). At smaller independent liberal arts colleges,

1554-485: Is required to set out a Programme of Study which outlines the content and matters which must be taught in those subjects at relevant Key Stages. Teachers should set high expectations for every pupil. They should plan stretching work for pupils whose attainment is significantly above the expected standard. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Trinity College, Hartford Too Many Requests If you report this error to

SECTION 20

#1732858956371

1628-421: Is responsible to the institution's chief executive officer and governing board or boards (variously called its trustees , the regents , the governors, or the corporation ) for oversight of all educational affairs and activities, including research and academic personnel. In many but not all North American institutions, the provost or equivalent is the second-ranking officer in the administrative hierarchy. Often

1702-408: Is something that cannot be done by one person with all the external and internal stuff you have to do. In America it's been the case all the time that they've had a president and a provost, with the president being the equivalent of Vice-Chancellor. This more or less splits the external and internal duties. Personally I believe that we should move to this model – Imperial [College] has done it, I believe

1776-471: Is the 7th National Curriculum, which has been revised in 2007 and 2009. The curriculum provides a framework for a common set of subjects through 9th grade, and elective subjects in grades 10 through 12. The curriculum in Japan is determined based on the guidelines for education and the guidelines for learning presented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT). When deciding on

1850-492: The Australian Curriculum took effect nationwide in 2014, after a curriculum development process that began in 2010. Previously, each state's Education Department had traditionally established curricula. The Australian Curriculum consists of one curriculum covering eight subject areas through year 10, and another covering fifteen subjects for the senior secondary years. In Canada each province and territory has

1924-606: The Calvinist desire to bring greater order to education. By the seventeenth century, the University of Glasgow also referred to its "course" of study as a "curriculum", producing the first known use of the term in English in 1633. By the nineteenth century, European universities routinely referred to their curriculum to describe both the complete course of study (as for a degree in surgery) and particular courses and their content. By 1824,

1998-541: The G.I. Bill ) and the increased complexity of higher education administration led many chief executive officers to adopt a more corporate governing structure. By the 1960s, many private research universities had provosts installed as their chief academic officers, including Brown (1949), Chicago (1963), Cornell (1931), Dartmouth (1955; in abeyance 1972–79), Duke (1960), Johns Hopkins (1924), MIT (1949), Princeton (1966), Rice (1954), Stanford (1952), Tufts (1951), Wake Forest (1967) and Yale (1919). Harvard

2072-599: The National Curriculum for England in English schools, or the International Primary Curriculum for International Schools ). Crucial to the curriculum is the definition of the course objectives that usually are expressed as learning outcomes and normally include the program's assessment strategy. These outcomes and assessments are grouped as units (or modules), and, therefore, the curriculum comprises

2146-684: The University of Oxford ; King's College, Cambridge ; St Leonard's College, St Andrews ; all residential colleges of the University of California, San Diego ; and all residential colleges of the University of California, Santa Cruz . The Provost of Eton is the chair of the governors of Eton College . Many universities also use provost as the title for the chief executive officers of their international branch campuses . Some of these universities also use provost (often in combination as "provost and deputy vice-chancellor" or similar) for their chief academic officer. Glasgow Caledonian New York College shows

2220-534: The LSE [London School of Economics] is moving in that direction and a few others are as well. I think it's certainly what we must do to maintain our status as an international university." Durham expanded the post of deputy vice-chancellor (created 2011) to be the deputy vice-chancellor and provost when it next became vacant in 2016. As of December 2022, most members of the Russell Group of research-intensive universities in

2294-531: The National Curriculum. Every state school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. For each of the statutory curriculum subjects, the Secretary of State for Education

Provost (education) - Misplaced Pages Continue

2368-710: The Nigerian government adopted a national Basic Education Curriculum for grades 1 through 9. The policy was an outgrowth of the Universal Basic Education program announced in 1999, to provide free, compulsory , continuous public education for these years. In 2014, the government implemented a revised version of the national curriculum, reducing the number of subjects covered from 20 to 10. Core curriculum has typically been highly emphasized in Soviet and Russian universities and technical institutes. The National Curriculum

2442-454: The President. He is the second academic officer, after the President, having purview of the entire University. The Provost has special responsibility for fostering intellectual interactions across the University, including the five Interfaculty Initiatives (environment, ethics and the professions, schooling and children, mind/brain/behavior, and health policy). The Provost also acts to help improve

2516-751: The Secretary of the university in the consideration and oversight of matters of general university concern and in the preparation of general university business for consideration either by the Trustees, the University Council, or the appropriate Faculty." It fell vacant again between 1926 and 1937, but on its restoration was seen as the second officer in the administration, behind only the president. Other American universities and colleges created provosts as heads of academic affairs during and after World War II , when dramatic increases in undergraduate enrollments (due to

2590-576: The UK had appointed a senior officer with academic responsibility separate from their chief executive. Some of these used the title provost on its own, others used provost in combination with another title indicating that they were deputy to the chief executive officer), while both King's College London and Southampton eschewed the title provost in favour of Senior Vice-President (Academic) and Glasgow used Senior Vice Principal and Deputy Vice Chancellor (Academic) . The London School of Economics appointed

2664-497: The UK. One of the earliest was Imperial College London , where the first provost was appointed in 2012, splitting off the chief academic officer role previously carried out by the rector (chief executive) of the university after a governance review. The vice-chancellor (chief executive) of Durham University praised this arrangement in 2014, following a governance review that recommended it at that university, saying "The Vice-Chancellor's role in an international university like this now

2738-405: The academic aspect of the school experience or community-based programs and activities. Examples of school-sponsored extracurricular programs include sports , academic clubs, and performing arts . Community-based programs and activities may take place at a school after hours but are not linked directly to the school. Community-based programs frequently expand on the curriculum that was introduced in

2812-713: The authority to create its own curriculum. However, the Northwest Territories and Nunavut both choose to use the Alberta Curriculum for select parts of their curriculum. The territories also use Alberta's standardized tests in some subjects. Iran has recently changed back to 6 year instead of 5 Elementary schools and two three year junior and second middle/high schools. There is Islamic seminary Hawza are also with 10-14 year programming. The National Curriculum of Korea covers kindergarten , primary, secondary, and special education . The version currently in place

2886-584: The chancellors of the Newark and Camden campuses of Rutgers University in New Jersey were formerly known as provosts. A similar practice arose in Britain in the early 21st century with the establishment of international branch campuses, many of which were headed by provosts. The establishment of provosts as the chief academic officers of universities in the US began in the first half of the 20th century. The first use of

2960-482: The chief academic officer may carry the title "dean of the college" or "dean of the faculty" in addition to or instead of provost . For example, at Trinity College in Hartford, Connecticut, the dean of the faculty is also the vice president for academic affairs and is the second-highest administrator, directly beneath the president. In some universities, the chief administrative officer of a large academic division may be

3034-409: The chief academic officer. Curriculum In education , a curriculum ( / k ə ˈ r ɪ k j ʊ l ə m / ; pl. : curriculums or curricula / k ə ˈ r ɪ k j ʊ l ə / ) is the totality of student experiences that occur in an educational process. The term often refers specifically to a planned sequence of instruction, or to a view of the student's experiences in terms of

Provost (education) - Misplaced Pages Continue

3108-435: The classroom. For instance, students may be introduced to environmental conservation in the classroom. This knowledge is further developed through a community-based program. Participants then act on what they know with a conservation project. Community-based extracurricular activities may include "environmental clubs, 4-H, boy/girl scouts, and religious groups" (Hancock, Dyk, & Jones, 2012). Kerr defines curriculum as "all

3182-421: The concept; this typically has more success when not rigidly clinging to the definition of curriculum as a product or as a body of knowledge to be transferred. Rather, informal education and free-choice learning settings are more suited to the model of curriculum as practice or praxis . Action is response; it is adaptation, adjustment. — John Dewey Whatever the origins and intentions of early curricula,

3256-520: The core academic mission. He has direct responsibility for the major academic units (via the Faculty Deans) and the teaching and research mission via the Vice-Provosts (Education and Research and Innovation). The Provost also has responsibility for human – as well as intellectual – resources, with responsibility for promoting an inclusive and excellent staff and student community. The various deans of

3330-521: The curriculum as an ideal, rather than as the concrete reality of the deeds and experiences that form who and what people become. Contemporary views of curriculum reject these features of Bobbitt's postulates, but retain the basis of curriculum as the course of experience(s) that form humans into persons. Personal formation via curricula is studied both at the personal and group levels, i.e. cultures and societies (e.g. professional formation, academic discipline via historical experience). The formation of

3404-520: The curriculum encompasses the entire scope of formative deed and experience occurring in and out of school - such as experiences that are unplanned and undirected or those that are intentionally directed for the purposeful formation of adult members of society - not only experiences occurring in school . (cf. image at right.) To Bobbitt, the curriculum is a social-engineering arena. Per his cultural presumptions and social definitions, his curricular formulation has two notable features: Hence, he defined

3478-402: The curriculum entirely in terms of the subjects that are taught, and as set out within the set of textbooks, and forget the wider goals of competencies and personal development. This is why a curriculum framework is important. It sets the subjects within this wider context, and shows how learning experiences within the subjects need to contribute to the attainment of the wider goals. Curriculum

3552-527: The curriculum for each school, the school's organizers will decide on the outline by referring to the manuals and explanations prepared by the Education, Science and Technology Ministry and other public offices, and the schools will decide on additional annual plans. The Courses of Education and Courses of Study are fully revised every 10 years. Before World War II, the curriculum was based on the school regulations corresponding to each school type. The Dutch system

3626-425: The educator's or school's instructional goals. A curriculum may incorporate the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives. Curricula are split into several categories: the explicit, the implicit (including the hidden), the excluded, and the extracurricular. Curricula may be tightly standardized or may include

3700-487: The explicit stated curriculum and the hidden curriculum; both of which contribute to the learner's experience and lessons from the experience. These elements are further compounded by the setting, cultural influences, and the state of mind of the learner. Museums and other similar settings are most commonly leveraged within traditional classroom settings as enhancements to the curriculum when educators develop curricula that encompass visits to museums, zoos, and aquariums. On

3774-404: The field of education and curriculum has expanded outside the walls of the classroom and into other settings, such as museums . Within these settings curriculum is an even broader topic, including various teachers, inanimate objects such as audio-tour devices, and even the learners themselves. As with the traditional idea of curriculum, curriculum in a free-choice learning-environment can consist of

SECTION 50

#1732858956371

3848-436: The function of inculcating culture had emerged by the time of ancient Babylonia. Ancient Roman curricula came to emphasise Greek as well as Latin skills, with emphasis on the study of classical poetry. This model influenced the curricula of medieval and Renaissance education. In the early years of the 20th century, the traditional concept held of the curriculum was "that it is a body of subjects or subject matter prepared by

3922-536: The learning which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside of school." Braslavsky states that curriculum is an agreement among communities, educational professionals, and the State on what learners should take on during specific periods of their lives. Furthermore, the curriculum defines "why, what, when, where, how, and with whom to learn." Smith (1996, 2000) says that, "[a] syllabus will not generally indicate

3996-468: The legitimacy of such practices. Currently, a spiral curriculum is promoted as allowing students to revisit a subject matter's content at the different levels of development of the subject matter being studied. The constructivist approach proposes that children learn best via pro-active engagement with the educational environment, as in learning through discovery. A curriculum may be partly or entirely determined by an external, authoritative body (e.g.,

4070-420: The mind. It is a development of experience and into experience that is really wanted. Robert M. Hutchins (1899–1977), president of the University of Chicago , regarded curriculum as "permanent studies" where the rules of grammar, rhetoric, logic, and mathematics for basic education are emphasized. Basic education should emphasize the three Rs and college education should be grounded on liberal education. On

4144-441: The other hand, Arthur Bestor (1908–1994), an essentialist , believes that the mission of the school should be intellectual training. Hence, curriculum should focus on the fundamental intellectual disciplines of grammar, literature, and writing. It should also include mathematics, science, history, and foreign language. According to Joseph Schwab, discipline is the sole source of curriculum. In our education system, curriculum

4218-470: The other hand, to a progressivist, a listing of school subjects, syllabi, courses of study, and lists of courses of specific discipline do not make a curriculum. These can only be called curriculum if the written materials are actualized by the learner. Broadly speaking, curriculum is defined as the total learning experiences of the individual. This definition is anchored on John Dewey 's definition of experience and education. He believed that reflective thinking

4292-440: The overall offering of courses, which help prepare a student for life after high school. A curriculum can be seen from different perspectives. What societies envisage as important teaching and learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be also called the "written" or "official" curriculum. However, at a classroom level this intended curriculum may be altered through

4366-639: The provost may serve as acting chief executive officer during a vacancy in that office or when the incumbent is absent from campus for prolonged periods. In these institutions, the title of provost is sometimes combined with those of senior vice president , executive vice president , executive vice chancellor , or the like, to denote that officer's high standing. Provosts often receive staff support or delegate line responsibility for certain administrative functions to one or more subordinates variously called pro-provost , assistant provost , associate provost , vice provost , or deputy provost . The deputy provost

4440-430: The pupils themselves. In other words, those who design curricula deliberately plan the schools' "expressive culture". If this is the case, then, the curriculum is 'hidden' only to or from the pupils, and the values to be learned clearly from a part of what is planned for pupils. They must, therefore, be accepted as fully a part of the curriculum, and especially as an important focus because questions must be asked concerning

4514-524: The quality and efficiency of central services organized at Harvard under the aegis of the Vice Presidents. Imperial College London, the first university in the UK to adopt a dual leadership model with a president and a provost, describes the role of the provost: The Provost is the chief academic officer. Like the President, the Provost is a distinguished academic who upholds Imperial's very high standards for

SECTION 60

#1732858956371

4588-415: The re-establishment of the presidency of the university in 1930. At Columbia University , the board of trustees established the office of provost in 1811 as a political compromise; it was abolished five years later when the holder departed. The Trustees and the president of the university re-established the office of provost in 1912 as the chief academic officer, who "would be associated with the President and

4662-403: The relative importance of its topics or the order in which they are to be studied. Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit." According to Smith, a curriculum can be ordered into a procedure: Under some definitions, curriculum is prescriptive, and is based on

4736-483: The same usage, e.g. the principal of University College London was retitled as provost in 1906, and Durham University adopted the title for University College Stockton in 1999 (until it was split into two new colleges in 2001). Following its usage for the heads of colleges, some multi-campus state university systems in the United States have used provost as the title of the head of a branch campus. For example,

4810-447: The subjects that will be taught during a school year. The courses are arranged in a sequence to make learning a subject easier. In schools, a curriculum spans several grades. On the other hand, a high school might refer to their curricula as the courses required in order to receive one's diploma . They might also refer to it in exactly the same way as an elementary school and use it to mean both individual courses needed to pass as well as

4884-421: The subjects which schooling is to teach, transmit, or deliver. Some would argue of the course that the values implicit in the arrangements made by schools for their pupils are quite clearly in the consciousness of teachers and planners, again especially when the planners are politicians, and are equally clearly accepted by them as part of what pupils should learn in school, even if they are not overtly recognized by

4958-503: The teachers for the students to learn". It was synonymous to the "course of study" and "syllabus". In The Curriculum , the first textbook published on the subject, in 1918, John Franklin Bobbitt said that curriculum, as an idea , has its roots in the Latin word for race-course , explaining the curriculum as the course of deeds and experiences through which children become the adults they should be to succeed later in life. Furthermore,

5032-524: The title in American higher education was in 1754 at the University (then the college) of Pennsylvania . The post was created under Benjamin Franklin as president of the board of trustees, and while Franklin was in this position he remained heavily involved in the college. However, on Franklin's retirement in 1755 the provost took up the more usual (at the time) role of head of the college, which it retained until

5106-632: The unexpected impact of a curriculum; or the unforeseen aspects of a learning process). Those who develop the intended curriculum should have all these different dimensions of the curriculum in view. While the "written" curriculum does not exhaust the meaning of curriculum, it is important because it represents the vision of the society. The "written" curriculum is usually expressed in comprehensive and user-friendly documents, such as curriculum frameworks or subject curricula/syllabi, and in relevant and helpful learning materials, such as textbooks , teacher guides, and assessment guides. In some cases, people see

5180-590: The verb currere meaning "to run/to proceed"). The word is "from a Modern Latin transferred use of classical Latin curriculum "a running, course, career" (also "a fast chariot, racing car"), from currere "to run" (from PIE root *kers- "to run")." The first known use in an educational context is in the Professio Regia , a work by University of Paris professor Petrus Ramus published posthumously in 1576. The term subsequently appears in University of Leiden records in 1582. The word's origins appear closely linked to

5254-460: The word was defined as "a course, especially a fixed course of study at a college, university, or school." There is no generally agreed upon definition of curriculum. There various definitions that describe the term. Through the readings of Smith, Dewey, and Kelly, four types of curricula could be defined as: It may also come in the form of extracurricular activities. This may include school-sponsored programs, which are intended to supplement

5328-581: The world, art, and physical education. All of the objectives have accompanying concrete activities. Also final exams are determined by the OCW and required. Parts of those exams are taken in a national setting, created by the Centrale Examencommissie Vaststelling Opgaven (CEVO). Furthermore, the OCW will determine the number of hours to be spent per subject. Apart from these directives every school can determine its own curriculum. In 2005,

5402-454: Was a notable holdout: a provost had been appointed in 1933, but only with authority over the Faculty of Arts and Sciences, and the position had been eliminated in 1953. It was not until 1995 that Harvard appointed a university-wide provost. The use of provost as the title of the chief academic officer of a university (as opposed to its historic use for the head of a college) is relatively recent in

5476-482: Was introduced into England , Wales and Northern Ireland as a nationwide curriculum for primary and secondary state schools following the Education Reform Act 1988 . It does not apply to private schools , which may set their own curricula, but it ensures that state schools of all local education authorities have a common curriculum. Academy schools have a significant degree of autonomy in deviating from

#370629