Bendrojo lavinimo mokyklos ugdymo programos kaitos sąlygos Lietuvoje: konstruktyvistinio požiūrio aspektas
The conditions for curiculum change at a comprehensive schollevel: constructivist aproach

Summary/Abstract: The aim of this article is to provide rationale for the conditions of school-level curriculum change in Lithuania from the point of view of constructivist approach. In section one the features of CSC content construction are analysed; section two examines conditions for CSC content construction at a secondary school; section three discusses the internal conditions for CSC content construction. The research methods are content analysis of the national curriculum and research documents, school-level curriculum documents of 10 comprehensive schools. Distinguishing the main features of a constructivist school-level curriculum content construction has shown that: • External conditions of CSC change are to some extent implemented with reference to all diagnostic indicators, as freedom of choosing a school and a curriculum content is limited in relation to the place of residence and schools’ potential to offer curricula, courses and modules; the ways of curriculum integration referred to in the educational policy documents do not reflect the actual variety of its forms and a discussion on the curriculum content with pupils; the functions of teachers, pupils, parents, with an exception of a school principal and teacher councils, are not identified in terms of curriculum content construction, parents are not involved into workgroups drafting school curriculum; schools are not completely financially independent; a system of full-time employment payment has not been introduced. • Internal conditions of CSC change with reference to all the diagnostic blocks are implemented only to some extent because parents are normally not involved in workgroups on the curriculum content construction; few interdisciplinary integrated programmes are carried out, pupils’ needs for extracurricular education are satisfied only to some extent; teachers’ qualification development and experiential learning lacks direction.

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