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<https://discovery.ucl.ac.uk/id/eprint/10006708> <http://purl.org/ontology/bibo/abstract> "The question of who ought to have control of the curriculum was\na dormant issue poked alive by a succession educational ideologues,\ngovernment commissions and concerned segments of the public, since the\n1960s. For the free school movement, community education movement,\nPlowden Report, Great Debate and Taylor Report each had recommendations\nfor who ought to determine the aims, content and methods of curriculum\n- an issue that in earlier days had been of rather less concern than\nthe matter of what ought to be on the curriculum.\nThe most frequently supported contenders for control of the\ncurriculum are students, parents, the teaching profession, educational\nexperts, the state or some form of participatory arrangement that\nwould include some or all of these. What is of particular interest\nto the philosopher in this are the lines of justification that can\nbe offered for these potential decision-makers. There are, of course,\ndifferent sorts of argument, for example moral and political\njustifications. But fundamental is the issue of competence. If we\nare concerned about the quality of education we provide children, we\nmust know who is the most competent to determine curriculum.\nThis thesis considers the question 'Who is most competent to\ncontrol the curriculum? ', and in doing so takes, one by one, the\nvarious potential decision-makers and considers from the point of view\nof competence the case that can be made in their favour. This is\nfacilitated by an analysis of the concept of competence and the nature\nof knowledge required by a curriculum decision-maker. The position\ntaken in the thesis is that, all things considered, the teaching\nprofession is more likely to be competent than the other alternatives.\nConsequently, curriculum, for most part, ought to be left in the hands\nof the teaching profession."^^<http://www.w3.org/2001/XMLSchema#string> .
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