This interpretive study of teaching practices explored the perceptions of teachers in a changing landscape in secondary schools in Fiji. Research participants engaged in focus group interviews in which they shared their teaching stories. The study found that the key issues for teachers were student-centered learning and continuous assessment. It also found that teachers were skilled and knowledgeable in pedagogy however some of their teaching practices are ineffective. It is contended that this situation is the result of inadequate support systems for teachers and in turn is perpetuating protracted change in the education system. Suggestions for teachers to develop adaptive and innovative skills that enable them to meet the changing role of teaching include a range of initiatives related to continuous professional development.

This paper discuss the nature of hidden curriculum in school culture and its significance in socialisation process. The paper further aims to find out how the learner's social background, classroom processes and hidden curriculum affects their identity and self-esteem. For this purpose the researcher used classroom observations of class IV and V in a MCD school in North Delhi. Data collection has been done using participant and non-participant observation of the students during their involvement in various activities. Role of teachers and significance of textbooks has also been discussed to arrive at conclusion. Methodology: A sample size of 90 students in total, were taken .45 students each from classes IV and V.The sample was selected by using purposive sampling technique. The students were observed during teaching learning process in classes, in morning assembly while doing routine activities and in the playground too when they were playing with their classmates. A checklist was prepared to keep a record of their involvement in the activities assigned by the researcher. The class teachers of both the classes were interviewed to get their responses regarding understanding of hidden curriculum. The collected data was analysed by using thematic analysis.

Preferably, the focus of every school curriculum should be a complete merger between the formal (written) and hidden (unwritten) curriculum. But as it is, scholars and concerned citizens assert whether the hidden curriculum should be of concern in a schools setting, which presupposes that the formal curriculum is considered paramount to the hidden curriculum. This paper, therefore examines whether the hidden curriculum should be given premium in a school settings. The interpretative phenomenological research design was employed. Qualitative data were obtained by way of interviews with nine (9) teachers. Results reveals that the hidden curriculum elements that prevails in school settings fall in the area of teacher demeanor, teacher choice of language and teacher teaching method. The initiation of total development and assimilation of social values are considered as the essence of the hidden curriculum in schools. In all, the findings indicate that the hidden curriculum matters in school setting. It is therefore suggested that teachers see the hidden curriculum as another medium to teach students unknowingly. Furthermore, teachers and administrators should be cautious in their choice of words in their quest of communication, having it in mind that, their words create reality for students.

In this Book Review on Dumbing us down: The hidden curriculum of compulsory schooling , Gatto shares some of his ideas concerning the American education system, inviting the readers to reexamine it, particularly its formal school settings. The author highlights common school practices that often go unnoticed that comprise the hidden curriculum. By unveiling these practices, Gatto affirms that the current school curriculum is designed to serve economic and political interests, instead of students' needs for learning. In his view, schools' aim to teach students rules of behavior that safeguards their obedience to abide by corporate capitalism demands. Gatto also presents harsh criticism explaining that the present crisis on education is related to an identity loss by American community values. Therefore, this publication aims to broaden the understanding about the hidden curriculum for those who wish to develop a critical examination of this topic.

Nowadays hidden curriculum concept is become a topic of interest and studied in education field in various countries. In the case of Indonesia education, this concept will be helpful in supporting the young generation’s preparation for the future challenges. Within the next few years, Indonesia requires excellent human resources to be able to align with neighboring countries to the framework of the ASEAN Economic Community (AEC). Aim of this study is to analyze the hidden curriculum implementation at elementary schools in Indonesia. This study illustrates a clear mapping of the hidden curriculum implementation form in Indonesia, which will be the consideration basis in developing a strategic plan to improve the education quality in Indonesia. This study used a descriptive method with comparative types. This method will be used to look for a description of the hidden curriculum implementation in Indonesia, and then analyze the factors that cause certain phenomena occurrence. This method is ex-post facto because the data collection is done after the event have taken place. Then the collected data will be processed, reduced, and analyzed to obtain a conclusion. The result of the research shows that each school has different hidden curriculum implementation. Every school has specific characteristics such as IT development, school-based environment (green school), school-based research, school-based Islamic character, and so forth. School policy in the school culture management and development has significant impact on the success of hidden curriculum implementation. The study results will be used as basic data to be proposed as research scheme in international cooperation between Indonesia and Thailand in order to develop the policy of hidden curriculum development in both countries.

It is often silently suggested that the hidden curriculum of educational institutions is the same or similar in each of them, thus creating “the school essence”. A different approach was presented by J. Martin (1983, in: Janowski, 1995), who rejected the idea that one universal hidden curriculum existed and functioned everywhere where any teaching process took place. If we are to talk about the hidden curriculum – he emphasised – we should talk about one definite, concrete curriculum of a given institution which functions in a given time and place, among given people. Thus the researcher’s task is to uncover it and assess its negative results, giving up on abstract deliberations whether the effects are “generally” positive or negative. Accordingly, it should be assumed that the hidden curriculum can be only analysed through discovering and interpreting various aspects of educational practice in concrete institutions. This assumption was realised through devising a survey form to analyse the hidden curriculum in non-public institutions of higher education, which comprised 56 questions concerning the practice of the teaching process. Another source of information was web sites of private schools of higher education.

A frequent criticism of education in the Third World is that it is too academic in nature — that Western curricula and values have been imposed upon indigenous cultures. Such international curricula and international standards, it is argued, are inappropriate, especially for the majority of people in developing countries who live in rural areas. In this paper we examine attempts to reform secondary school curricula in twelve developing countries and identify the lessons to be learned in the light of past experience and insights derived from our own empirically grounded research and evaluation in Papua New Guinea. An historical context Of all controversies concerning education in the Third World, that relating to the relevance of school curricula has perhaps the longest history. It is also one of the most complex and enduring. Clearly the colonial powers transferred much of their Western education systems to their 19th and 20th century dependencies. African schools such as Yaba, Achi...