Curriculum Reform and Learner Performance: An Obstinate Paradox in the Quest for Equality

Abstract

This chapter reviews curriculum reform in developing countries and examines the curriculum models underpinning such reform. Recent transnational curriculum reform efforts are examined and analyzed in terms of Bernstein's concepts of competence and performance. An argument is made that the design logic of current transnational models is based on learning outcomes, a generic form that under-stipulates curriculum content. This places new burdens on all teachers, but especially those in developing countries.