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dc.date.accessioned2020-10-20T11:34:02Z
dc.date.available2020-10-20T11:34:02Z
dc.date.issued2020
dc.identifier.urihttp://hdl.handle.net/10852/80682
dc.description.abstractAt the present time, there is an open debate about the consequences that globalization has in the educational field as regards the curriculum. The adoption of the Competency Based Curriculum (CBC) seems to dominate the educational discourse worldwide. While the contributions and deficiencies of this type of curricula are still open for debate, there has been a clear influence of transnational policies On Peru’s education system and in curriculum. The most salient example is the adoption and implementation of the CBC in 2016. The process of curricular reform and implementations proves to be intricate work given the different circumstances of contextualization to which it is exposed. In particular, there is one process of re-contextualization which takes place in the classroom that seems to significantly affect curriculum implementation. Teachers attribute their own perceptions, connotations and meanings to the text, therefore, affecting the original intentions of policy makers. In this regard, the objective of this research is to examine the process of implementation of the new CBC in Peru with special focus on the meanings that teachers attribute to them and the teaching and learning processes that are carried out. It furthers compares these two processes among teachers from urban and rural schools. To this end, this research used a mixed method design, applying a quantitative instrument (Likert-type scaling questionnaire) and a qualitative technique (semi-structured interviews) to teachers from urban and rural schools in the province of Arequipa in order to carry out the validation by method triangulation. The research conclusions are related to the teachers' perceptions regarding the new CBC, about which teachers seem to have overall favourable perceptions but superficial knowledge. Curriculum implementation seems to be well underway but there is clearly further training that needs to be implemented in both urban and rural areas. The findings of this research do not pretend to be generalized for all provinces of Peru, yet there are some clear implications for the Ministry of Education (MINEDU) in connection to curricular reforms and the process of implementation of this new curriculum. Finally, some suggestions for further research are proposed to enhance teacher training in connection to competencies and how to develop them properly. In memory of my grandfather “Papá Victor”, you gave everything for your family and it was your wish to see your children and grandchildren fulfilled. I hope this puts a smile on your face. With love and eternal appreciationen_US
dc.language.isoenen_US
dc.titleCompetency-Based Curriculum Implementation in Peruen_US
dc.typeMaster thesisen_US
dc.creator.authorRamos Solis, Romina
dc.identifier.urnURN:NBN:no-83771
dc.type.documentMasteroppgaveen_US
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/80682/1/Ramos.pdf
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/80682/2/Attachment-Thesis.pdf


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