Model for Analysing Institutional Curriculum Documents
DOI:
https://doi.org/10.35763/aiem30.7586Keywords:
Curriculum guidelines, Education programs, Educational indicators, Educational policy, Institutional autonomyAbstract
Adapting national education regulations to the characteristics of each educational institution in contexts of curricular autonomy gives rise to interpretations that may affect the quality of the area plans developed by schools to operationalize the curriculum. In this article, we propose a model for analysing an area plan from three perspectives: its pedagogical usefulness for teachers, its alignment with national regulations, and its internal consistency. The model comprises five attributes: the pedagogical treatment of topics, alignment with standards, topic coverage, topic specificity, and coherence. We provide guidelines for measuring these attributes and comparing them with a reference area plan. We illustrate the application of the model using a Colombian secondary-school mathematics area plan. The results obtained with this model make it possible to identify areas for improvement in the area plans produced by schools.
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Copyright (c) 2026 Pedro Gómez, María José González-López, Silvia Solano
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