2. Articole

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    Dimensiunea corespondenței dintre curriculumul scris și curriculumul predat la limba străină (2018-2020): monitorizare, evaluare și sugestii [Articol]
    (CEP USM, 2025) Guțu, Ioan; Buciuceanu, Tatiana; Bogatu, Rodica
    In the educational context of the Republic of Moldova, the correspondence between the written curriculum and the curriculum taught in the foreign language is an essential aspect of the educational reform, having a direct impact on the quality of education. The established curriculum sets the official objective, contents and methods of learning, while the taught curriculum refers to the implementation of this curriculum in practice by teachers in the classroom. Regarding the foreign language, the adequate and effective implementation of the curricula developed during 2018-2020 may encounter several difficulties or problems. The analysis of these difficulties or problems requires monitoring and reevaluation in order to formulate suggestions and recommendations for the new generation of national foreign language curricula and to ensure a qualitative educational process as a whole.
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    Conceptual framework of current school curriculum monitoring
    (CEP USM, 2024) Guțu, Vladimir
    The issue of monitoring the school curriculum according to the curriculum taught/curriculum learned is part of the issue of educational curriculum management. As a rule, this issue is addressed alongside the issues of conceptualization, design and implementation of the school curriculum. In other words, monitoring occurs at all stages of designing and implementing the school curriculum. In the given article, a concept of monitoring the school curriculum is proposed from the perspective of curricular/scientific research, but also from the perspective of continuity in the development of school curriculum. Continuity of curriculum development implies continuity of curriculum monitoring. Monitoring is a process of tracking, observing and supervising the functioning of school curriculum, in which information and data on the quality of taught curriculum are collected, analyzed and interpreted and decisions are made to realize the reverse connection and perspectives of continuous development of the school curriculum. The process of continuous monitoring of the school curriculum in function is carried out in stages and by means of specific tools: indicators, descriptors, methods. The emphasis is on the self-monitoring of taught-learned curriculum by the teacher in the classroom, being an active participant in the continuous development of the discipline taught curriculum.
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    PLANUL-CADRU DE ÎNVĂȚĂMÂNT CA OBIECT AL MANIFESTĂRII CURRICULARE
    (CEP USM, 2024) Guțu, Vladimir; Bragarenco, Nicolae; Toma, Natalia
    The development and monitoring of the functioning of the framework plan for primary, secondary and high school education is a current issue and falls within the strategy of updating the National Curriculum. The article is built according to the following logic: (•) defining and characterizing the Education Framework Plan as a curricular product; (•) comparative analysis of the Framework Plan from the Republic of Moldova with the Education Plans from different countries; (•) establishing the place of key competencies in the structure of the National Curriculum; (•) establishing strong relationships of school subjects in relation to key competencies; (•) presentation of the logic of capitalizing on key skills and the guidelines for the development of the Education Framework Plan.