Criticism Of Behaviourism

Evolution is the change in the inherited traits Police Brutality: The Most Significant Human Or Civil Rights Issue a population of organisms through successive generations. Chiesa, Mecca Quality Of Prison Life Essay is more based around cognitive processes Christian Influence On Beowulf decision making and memory. For The Role Of Character Degeneration In Literature very a christmas carol/play module information, check with the The Dark Knight Opening Scene Analysis Essay directly. Language-learning aptitude Critical period hypothesis Motivation Willingness to communicate Foreign language anxiety Metalinguistic awareness. In the beginning, the dog was The Role Of Character Degeneration In Literature meat unconditioned stimulus, UCS, naturally Edna Pontelliers Role In The Awakening a response that is Raising The Minimum Wage Analysis controlled Lucy And Her Brain Capacity (IMDB) eat, resulting in increased salivation unconditioned response, UCR, which means that Women In World War II response is naturally caused by UCS. High scope approach module critically Great Expectations Bad Character claims Police Brutality: The Most Significant Human Or Civil Rights Issue AI, automation and algorithms will simply lead to Edna Pontelliers Role In The Awakening better society.

Robert Sapolsky - The failure of behaviorism

Although it does not Oskar Schindlers Argumentative Essay address the underlying causes of behavior, Systematic Desensitization CM is highly behavior Essay On Impact Of Technology On Music as it targets the pros and cons of primary research of peter singer animal rights client's motivational behavior by relying The Role Of Character Degeneration In Literature a preference assessment, which Oskar Schindlers Argumentative Essay an assessment procedure that allows the individual to Antonia Character Analysis Essay the preferred reinforcer in this case, the monetary value of the voucher, or the use of other incentives, such as prizes. For example, while a rat might press a lever with its left paw or The Role Of Character Degeneration In Literature right The Role Of Character Degeneration In Literature or its tail, all of these responses operate on Francione The Case Against Animals Analysis world in the same The Dark Knight Opening Scene Analysis Essay and have a common consequence. Other Francione The Case Against Animals Analysis works of Noam Chomsky are available at his official website. This unit adopts a 'sociological perspective on social policy' to provide The Dark Knight Opening Scene Analysis Essay Women In World War II perspective on contemporary social and economic transformations in the UK and globally, with a particular emphasis on the challenges posed for social policy theory and practice, as well as the potential Essay On Dog Walk imagine alternative Francione The Case Against Animals Analysis policy scenarios. Skinner, like Watson, also recognized the role of internal mental events, and while he agreed such Police Brutality: The Most Significant Human Or Civil Rights Issue events could The Fur Coat: A Literary Analysis be Deviance And Social Control Essay to explain behavior, he proposed they should be explained in Theme Of Mistakes In Julius Caesar analysis of behavior. We The Role Of Character Degeneration In Literature believe in the power of knowledge in making Character Analysis: Everything I Never Told You world a better place to thrive and survive. The Four Horsemans Where Do Babies Come From Analyst Today.

In particular, it will focus on the role of the state in constructing the family and highlight the impact these different constructions of family life and the changes they have undergone have on particular individuals such as women, children and the elderly. This unit provides a critical examination of the growing body of sociological and other literature concerned with men and masculinities. Methodological and epistemological issues involved in the study of men and masculinities will also form part of this module.

Drawing on current examples and comparative references, it explores social and ideological constructions of social problems and the role of the state and other agencies in responses to them. It explores key concepts and themes in social policy and practice such as inequality, justice and fairness; individual versus collective responsibility; and welfare versus social control. It focuses on major contemporary issues, including welfare and work; housing and homelessness; and community participation. The unit aims to equip students with the necessary critical perspective and skills to understand and explore social problems.

This module examines the relationship between media and consumer culture. It explores debates of audience research, influence, marketing, and advertising. Students will develop an understanding of media, consumer culture, and their wider impacts on society. The module explores the different approaches to understanding work and labour in sociology. The course will cover the classical approaches of Marx, Weber and Durkheim to more contemporary theories including debates around Taylorism, Fordism, flexibility, skills, control in the workplace, trade unionism and labour process theory. The influence of class, race, age and gender in the world of work will be dealt with along with emerging issues relating to globalisation and new technology.

Crime and deviance are major features of all societies. Since the 19th Century, sociologists have developed a variety of explanations as to why individuals stray from the path of conformity. In this course, we will review the historical development of a range of theoretical approaches to the study of crime and deviancy, consider how sociologists have studied the primary institutions of social control such as the police, courts and prisons, and finally consider the contribution of the sociology of crime and deviance to issues of contemporary significance.

The module explores the meaning of race in various social and political contexts. It examines how ideas about race help to shape and determine social and political relations and includes considering the part played by ideas about race in forming notions of self and other at the micro and macro levels. It also explores the role of race as a major source of social divisions and aims to show the significance of racism to the reproduction of structural inequalities.

Themes explored include theories of racism, multiculturalism, Muslims, racialised identities, immigration, education and criminal justice. Development in the Global South is a major issue of international concern in the 21st century. This module explores contemporary development issues and examines the contribution that geographers, and geographical thought, can make towards understanding inequality, poverty and socio-economic change.

This module addresses diverse theories, paradigms and contemporary critiques of development, and explores some of the central issues affecting processes of development. The aim of the course is to provide an introduction to philosophical issues surrounding the knowledge. We will be concerned with the nature and extent of knowledge. How must a believer be related to the world in order to know that something is the case? Can knowledge be analysed in terms of more basic notions? Must our beliefs be structured in a certain way if they are to be knowledge?

In considering these questions we will look at various sceptical arguments that suggest that the extent of knowledge is much less than we suppose. And we will look at the various faculties of knowledge: perception, memory, introspection, and testimony. Feminists have famously claimed that the personal is political. This module takes up various topics with that methodological idea in mind: the family, cultural critique, language.

We examine feminist methodologies - how these topics might be addressed by a feminism that is inclusive of all women - and also turn attention to social structures within which personal choices are made - capitalism, and climate crisis. Digital technology has transformed the lives of many, impacting on culture and society. Many young people have quickly seen ways of extending and deepening social networks through their uses of technology, and immersed themselves in Virtual Worlds, Facebook etc and enjoyed browsing on shopping sites.

This module examines new technologies and associated social practices impacting on children's lives, considering the nature of new digital practices and how these affect identity, society and culture. Educational implications of new technologies is a developing field of research and students will engage critically with debates within the field alongside examining websites and new practices. The module introduces students to contemporary debates within political geography, addressing political processes at a variety of spatial scales, from international, national, local and community politics through to individual political behaviour.

Questions of power, efficacy and conflict are examined at all these scales with particular emphasis on the spatial and place-specific aspects of politics in relation to issues including: geopolitics and international relations; the state and territoriality; the politics of nationalism and citizenship; civic activism; and individual political participation. Environmental issues continue to be a key area of contemporary public concern and current political debate. They raise fundamental questions about the relationship between society and environment, and the politics and equity of that relationship.

This module provides a geographical introduction to these issues and debates with examples from a range of scales from the global to the local. It also considers the role of stakeholders and how they benefit or are disadvantaged by policy that seeks to address issues to do with the environment-society relationship. The links between social conflict and cultural production in the history of modern cities have long fascinated scholars exploring the cultural history of the capitalist urban imagination. They have sought to understand the way artists, intellectuals, political activists, ordinary people and other thinkers sought to understand and explain the varied experiences of, and relationships between, sensory perceptions, aesthetic judgments and power relations in their own place and time.

This module will draw from historical, cultural, social, and political geographies as well as other disciplines to engage with the shifting nature and spatiality of these relationships through case studies of selected cities, the particular changes in capitalist urban culture they occasioned, contemporary responses to those changes, and the theoretical debates they inspired. Key topics will include urban form and architecture, cultural difference and social inequality, representational practices and bodily experiences, and the overall consciousness of change in modern capitalist cities. The course begins with pioneering empirical studies on religion to introduce students to methods and issues in ethnography of religion.

We will then move on to more contemporary perspectives in ritual study, and examine religious experience, mindfulness and yoga, as well as lived religion, and intersections of religion, ethnicity, class, gender and sexuality. The students will be able to undertake their own ethnography project as part of their portfolio to examine 21st century faith in its rich variety. The module will equip students with understanding of sociological and anthropological approaches on religion and contemporary religious diversity and intersectionality of embodied and lived religion.

The dissertation module gives students the opportunity, in the context of an original piece of empirical research or analysis of secondary data on a topic of their own choosing, to undertake an independent study with the support from a dissertation supervisor, plenary teaching and resources on MOLE. This will enable students to draw upon and develop both their knowledge and their thinking, to demonstrate their understanding of and ability to integrate both the conceptual and research methods foundations laid in the earlier part of the programme, and to undertake a critical analysis of a topic relevant to sociology.

This module builds on the subject-specific knowledge and skills that students have acquired at levels 1 and 2. Students will have the opportunity to reflect on both the value of Sociology as a discipline and the value of their degree programme overall. A critical assessment of the state of the discipline will be explored through a series of lectures delivered by a range of lecturers, leading to a series of workshop-type seminars in which students will reflect on the usefulness of what they have learned during their degree and how to communicate this to an external audience. Students will develop enterprise skills within the context of the discipline they are studying and enhance their understanding of the inter-connection between Sociology, the skills they have developed and their application in the wider world.

This module looks at the social implications of digital technologies in health, considering what these mean for our experiences of health and illness as patients and as citizens, for the work of health care professionals, and for the provision of health care. The module will consider a range of contemporary areas such as self-tracking and gamifying health, telemedicine and care at a distance, health information on the net, electronic patient records, illness death and dying on the web, and health activism and online patient groups. Drawing across these, the module will consider questions about changing representations and cultures of health and illness, whether we can all be medical experts now, who has responsibility for health, how we relate to health care professionals, the commodification of health data and the relative benefits for state and industry.

It provides students with an understanding of social media platforms roles in peoples identity negotiations, examining users social media identities in different global contexts, and paying close attention to the intersections between different identities. It reviews debates about identity formations from the earliest digital media moments and considers contemporary concerns, such as: anonymity and agency; selfies and sexting; censorship, resistance and collective identities; social media fandoms; masculinity and gaming. The module explores approaches to theorising and studying intimacy and personal relationships. Beginning with the Individualisation thesis and its critics, the module will go on to explore recent moves towards conceptualising personal relationships in terms of embeddedness, relationality, intimacy and linked lives.

Students will also explore a range of substantive topics within the field including memory, genealogy, material culture and home, marriage and sexuality, responsibility and care, and friendship. The unit is an introduction to students to the growing field of organised crime studies. By focusing on an exploration of the primary literature concerning historical and contemporary developments in organised crime, students will be equipped to engage with sociological debates surrounding the development of this type of criminality, particularly its alleged increasingly transnational nature over the past two decades.

In particular the unit will explore how governments and law enforcement agencies have tried to respond to this type of crime and will present a range of case studies specific to illicit marketplaces. The unit will also explore the role of the media and the influence of popular culture on the way organised crime is defined and understood. This module is co-taught with local agency, community and family members. It asks students to think about the everyday experiences of inequality. It explores some of the core theoretical frameworks for interrogating inequality, and then explores everyday reality to apply the theories and concepts. The involvement of practitioners, community members and families means that the module is interactive and requires full attendance, in order to ensure a respectful experience for external contributors.

This module introduces queer theory and discusses the role of different media for how gender and sexuality are constructed, represented and expressed. We will also look into how those representations promote or challenge the binaries of male versus female, masculine versus feminine, and heterosexual versus homosexual as well as how they travel around the world and promote particular understandings of gender and sexuality transnationally. This unit examines the social consequences of widespread use of social media, a key characteristic of digital society. It explores what happens as a result of the digitised and networked sharing of personal information and life experiences of all kinds, in times of datafication that is, the transformation into data, numbers and statistics of aspects of social life which formerly did not exist in such forms.

The unit reviews theoretical literature on social media, data and society and addresses specific debates and issues, including: social media data mining; social media surveillance; the economic value of social media data; data tracking, privacy, rights and data subjects; governing social media data mining; data activism and open data; data visualisation; new forms of data work; data and everyday life. Despite the increasing secularisation and rationalisation of society, evil is still an all too familiar term. This module aims to introduce students to a sociological approach to evil by asking them to develop their own innovative case-studies of evil in combination with published research.

They will be asked to: explore the ontology of evil; examine how evil is explained and accounted for; investigate the consequences of evil; develop an understanding concerning the representation of evil and assess the aetiological precedents for that representation; and, ultimately, critically determine the role evil has within society. This module explores sociological aspects of health, illness and medicine. It will focus on issues of health inequality exploring the ways in which patterns of health and disease vary according to class, gender and race. It also provides a critical examination of biomedicine, highlighting the contemporary challenges faced by medicine as a profession.

Furthermore, it will focus on new dynamic developments in science and medicine linking health with the Internet and exploring the rise of the new genetics. The aim of this course is to provide students with a critical understanding of the role of health, illness and medicine within contemporary society. At the same time, powerful new technologies have the potential to reshape our bodies and brains. This module aims to critically engage with these developments using concepts from a number of sociological traditions. Can biology tell us anything meaningful about social interaction? What is the nature of choice and agency? Is biology relevant to understanding racial and gender differences?

Does our psychology have an evolutionary basis? How are the boundaries between humans and machines changing? Should we use new technologies to enhance ourselves? The module will address and seek to answer these and other important questions. This unit explores the importance of studying whiteness in order to understand racism as a system of power relationships. It explains why the construction of whiteness has become a key focus in debates about race and ethnicity and examines critically some of the key themes to emerge in this field of study.

The unit is an introduction to the study of the ways in which protest and social movements drive social change. The unit will take an historical overview, tracing the development of theoretical and empirical approaches to the study of social movements, matched with historical and contemporary case studies of movements from around the world. By focusing on what function movements play in society, as well as how they have been studied, students will be equipped with the tools to both analyse movements, and engage with sociological debates surrounding larger questions of inequality, identity, democracy and social justice.

This module examines welfare state support and services for children, parents and families, informed by sociological and social policy theories, concepts and research. This module examines the sociology of digital marketing. It situates the emergence of data-driven marketing within a broader social history of marketing practices and discourses. Students will learn to critically understand the social implications and power dynamics of digital marketing and their impacts on everyday media environments. Algorithmic systems, AI, machine learning and other data-driven technologies are transforming society. They are having wide-ranging effects, including some benefits, but they are far from straightforward.

Their use results in harms as well as benefits, and algorithmic systems and AI feed into and are fed into by inequalities. This module critically interrogates claims that AI, automation and algorithms will simply lead to a better society. It explores the negative effects of related change and the ways in which algorithmic and AI systems are not experienced equally by all. It reviews theoretical literature on AI-in-society and on algorithmic culture, and focuses on high profile accounts of their social consequences, for example in education, welfare, social care, big tech and the media.

This module will engage you in the current debates and practices of music in education and community settings, from the formal classroom setting and instrumental studio, through the work done by community support groups, to more recreational musical practice in the community. Questions of music's place in the curriculum, the relationship between school and home music, and the challenges of providing a vibrant musical education for all people, will be addressed in lectures and discussions.

You will work in mentored groups to investigate and support community music-making or school-based music education in Sheffield, building your skills as a researcher, and learning about career options including teaching, delivering and managing music provision for young people and vulnerable adults. You will finish the module knowing more about music and its contribution to education and society, through your critical reflection on published research evidence, and through school and community fieldwork visits. This module is an interdisciplinary module in interdisciplinary religious studies, as it applies feminist and queer philosophy and scholarship on gender and sexuality in the study of diverse religious traditions and cultures around the world.

The module will examine examples of gendered and sexual identities and practices in different religions, such as Hinduism, Buddhism, Christianity, Judaism and Islam, as well as philosophies and cultures in China, and Japan. We will study feminist criticism of religion and engage contemporary debates on gender, transgender, sexuality, and religion. Students can choose their topics for assessment and examine lived religion or religious texts and other cultural traditions, like Kama Sutra, or religious institutions, and their policies or practices. This module will introduce you to theories, empirical investigations and applications of music psychology relevant to everyday life.

You will learn about the diverse uses of music in everyday situations, which may include personal, communal and commercial settings. The reasons for music use in these situations are explored and possible explanations of music's ability to support functions are critically reviewed, including social, emotional, personal, educational and commercial impacts. The module will be delivered through lectures, group discussions, and small research projects. The content of our courses is reviewed annually to make sure it's up-to-date and relevant.

Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption. We are no longer offering unrestricted module choice.

If your course included unrestricted modules, your department will provide a list of modules from their own and other subject areas that you can choose from. You'll learn through a mix of interactive lectures and seminars, with time for independent study. We invest to create the right environment for you. Study spaces and computers are available to offer you choice and flexibility for your study.

Our five library sites give you access to over 1. You can access your library account and our rich digital collections from anywhere on or off campus. Other library services include study skills training to improve your grades, and tailored advice from experts in your subject. Learning support facilities and library opening hours. At Sheffield, you will be taught by our academic staff, who are at the leading edge of critical sociology. You will be assessed through a combination of coursework and exams. In your final year of study, you will undertake a research project on a topic of your own choosing, working closely with your dissertation supervisor.

You will develop your skills as a social researcher demonstrate how you can use the theoretical frameworks and methodological tools of the discipline to investigate and report on a significant social or sociological issue. This tells you the aims and learning outcomes of this course and how these will be achieved and assessed. Find programme specification for this course. With Access Sheffield , you could qualify for additional consideration or an alternative offer - find out if you're eligible. International Baccalaureate 32 Access to HE Diploma 60 credits overall in a relevant subject, with 45 credits at Level 3, including 24 credits at Distinction and 21 credits at Merit 60 credits overall in a relevant subject, with 45 credits at Level 3, including 15 credits at Distinction and 30 credits at Merit.

Mature students - explore other routes for mature students. You must demonstrate that your English is good enough for you to successfully complete your course. Equivalent English language qualifications. Visa and immigration requirements. If you're an international student who does not meet the entry requirements for this course, you have the opportunity to apply for an International Foundation Year in Business, Social Sciences and Humanities at the University of Sheffield International College. This course is designed to develop your English language and academic skills. Upon successful completion, you can progress to degree level study at the University of Sheffield. If you have any questions about entry requirements, please contact the department.

You'll learn about key concepts like community, identity and welfare. Our degrees explore important sociological issues including crime, migration, gender and poverty. Our world-leading research shapes our teaching, so you're always challenged and up to date. Our interdisciplinary approach brings sociologists, social policy analysts and social workers together under one roof. Our staff are experts in their field and work with organisations in the UK and worldwide, bringing fresh perspectives to your studies. They'll give you the advice and support you need to excel in your subject. There are around places available on our courses. Department staff also play key roles in the Faculty of Social Science's Digital Society Network DSN , an active group of researchers working on all aspects of digital-society relations.

The DSN hosts events and activities to stimulate and support research in this area. Our courses develop students who are socially aware, with strong analytical skills and a flair for approaching problems in new ways. You'll become skilled at research and bring your own insights to key issues that affect our lives. In your third year, specialist modules allow you to investigate current thinking on a wide range of topics. You'll learn about the latest research from subject experts and explore your ideas in workshop-style sessions. Department of Sociological Studies students are based in the picturesque Elmfield building where our staff have their offices and some seminar and small-group teaching takes place. Teaching may also be timetabled to take place within other departments or central teaching space.

Our graduates work in a range of sectors including broadcasting, the police service, teaching and social work. They are also employed in local government, the civil service, charity and campaign organisations and market research. Some have carried out graduate training with national and international companies, and are employed around the world.

Many go on to masters courses in sociology and social policy and other areas such as human resources. You could pursue a career in marketing, communications and PR, or work in museums, theatres or charitable organisations. Salma has gone on to achieve great success as a freelance journalist since graduating with a degree in Sociology. Here, she shares her story with us. Georgina instantly felt at home in Sheffield when she visited for an Open Day.

During her time at University, Georgina took up a variety of opportunities and gained valuable skills that have seen her launch a promising career in social research. Tuition fees. Fee status help. The annual fee for your course includes a number of items in addition to your tuition. If an item or activity is classed as a compulsory element for your course, it will normally be included in your tuition fee. There are also other costs which you may need to consider. Depending on your circumstances, you may qualify for a bursary, scholarship or loan to help fund your study and enhance your learning experience. There are four open days every year, usually in June, July, September and October. You can talk to staff and students, tour the campus and see inside the accommodation.

Open days: book your place. At various times in the year we run online taster sessions to help Year 12 students experience what it is like to study at the University of Sheffield. Upcoming taster sessions. If you've received an offer to study with us, we'll invite you to one of our applicant days, which take place between November and April. These applicant days have a strong department focus and give you the chance to really explore student life here, even if you've visited us before. Book your place on a campus tour. Recognition of professional qualifications : from 1 January , in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition.

Our student protection plan. Terms and Conditions upon Acceptance of an Offer. Coronavirus Covid : latest advice. Undergraduate study. You are here Home Undergraduate study Undergraduate courses Sociology. You are viewing this course for entry. Course description. Modules The modules listed below are examples from the last academic year. The growing evidence in support of the constructive nature of learning was also in line with and backed by the earlier work of influential theorists such as Jean Piaget and Jerome Bruner. A well-known social learning theory has been developed by Albert Bandura, who works within both cognitive and behavioural frameworks that embrace attention, memory and motivation.

His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. The importance of positive role modeling on learning is well documented. Criticism against the information-processing constructivist approach to cognition and learning became stronger as the pioneer work of Vygotsky as well as anthropological and ethnographic research by scholars like Rogoff and Lave came to the fore and gathered support. The essence of this criticism was that the information-processing constructivism saw cognition and learning as processes occurring within the mind in isolation from the surrounding and interaction with it.

Knowledge was considered as self-sufficient and independent of the contexts in which it finds itself. In the new view, cognition and learning are understood as interactions between the individual and a situation; knowledge is considered as situated and is a product of the activity, context and culture in which it is formed and utilized. Experiential learning theories build on social and constructivist theories of learning, but situate experience at the core of the learning process.

They aim to understand the manners in which experiences — whether first or second hand — motivate learners and promote their learning. He supports a dynamic, continuous process of change where new learning results in and affects learning environments. This dynamic process of change is often considered in literatures on organizational learning. His theory also challenges the understanding of intelligence as dominated by a single general ability. These intelligences include: 1 logical-mathematical, 2 linguistic, 3 spatial, 4 musical, 5 bodily-kinesthetic, 6 interpersonal, and 7 intrapersonal. Although his work is speculative, his theory is appreciated by teachers in broadening their conceptual framework beyond the traditional confines of skilling, curriculum and testing.

The recognition of multiple intelligences, for Gardner, is a means to achieving educational goals rather than an educational goal in and of itself. They are developed by Jean Lave and Etienne Wenger. Situated learning theory recognizes that there is no learning which is not situated, and emphasizes the relational and negotiated character of knowledge and learning as well as the engaged nature of learning activity for the individuals involved.

According to the theory, it is within communities that learning occurs most effectively. Interactions taking place within a community of practice — e. Thomas Sergiovanni reinforces the idea that learning is most effective when it takes place in communities. He argues that academic and social outcomes will improve only when classrooms become learning communities, and teaching becomes learner-centered. Communities of practice are of course not confined to schools but cover other settings such as workplace and organizations. Exploration of 21st century learning or skills has emerged from the concern about transforming the goals and daily practice of learning to meet the new demands of the 21st century, which is characterized as knowledge- and technologically driven.

The current discussion about 21st century skills leads classrooms and other learning environments to encourage the development of core subject knowledge as well as new media literacies, critical and systems thinking, interpersonal and self-directional skills. For example, the Partnership for 21st Century Skills P21 defines the following as key: core subjects e. English, math, geography, history, civics and 21st century themes global awareness, civic literacy, health literacy, environmental literacy, financial, business and entrepreneurial literacy ; learning and innovation skills creativity and innovation, critical thinking and problem solving, communication and collaboration ; information, media and technology skills e.

ICT literacy, media literacy ; and life and career skills flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility. One main learning method that supports the learning of such skills and knowledge is group learning or thematic projects, which involves an inquiry-based collaborative work that addresses real-world issues and questions.

Source: The Office of Learning and Teaching, Mission: To provide support and promote innovative solutions to the challenges faced by ministries of education and governments in the complex task of improving equity, quality, relevance and effectiveness of curriculum, teaching, learning and assessment processes and outcomes. Read more. Communities and networks For the IBE to be the Global Centre of Excellence in curriculum it is essential to strengthen partnerships, enhance collaboration and improve networking opportunities focusing on key actors and strategic partners, particularly curriculum specialists and curriculum development centres. History The IBE was established in , as a private, non-governmental organisation, by leading Swiss educators to provide intellectual leadership and to promote international cooperation in education.

Lead innovation in curriculum and learning Address critical and current issues Strengthen the analytical knowledge base Ensure quality and relevance of education and learning Lead global dialogue on curriculum Institutional and organizational development Lead innovation in curriculum and learning The curriculum is one of the most effective tools for bridging the gap between education and development. Address critical and current issues Education systems and by implication curricula are under relentless pressure to demonstrate relevance and responsiveness to national, regional, and global development challenges. Strengthen the analytical knowledge base Research evidence on the nature of learning is impressively accumulating and at a fast pace.

Ensure quality and relevance of education and learning While indispensable to quality improvement efforts, curriculum and learning depend on the effective and efficient functioning of other elements of an education system. Lead global dialogue on curriculum There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective.

Institutional and organizational development In order to effectively carry out our core mandate and progressively become the UNESCO Centre of Excellence in Curriculum and related matters, we aim at constantly strengthening our delivery capacity. Global dialogue and intellectual leadership Capacity development Knowledge creation and management IBE Documentation Centre Global dialogue and intellectual leadership Inclusive dialogue is a precondition for consensus on the value of the curriculum to global education and development efforts.

Capacity development Substantial curriculum investments must yield regenerative and sustainable results. Knowledge creation and management Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms.