Critically explore, examine and evaluate international curriculums past and present for children and young people

Sample Answer

Historical and International Perspectives on Childhood Education

Education systems across the world are shaped by political, cultural, social and economic contexts. Since the 1980s, the development of national curriculums has reflected changing ideas about childhood, learning, equality and globalisation. This essay will critically examine the national curriculum in Great Britain, alongside one European country (Finland) and one international example (Japan). It will present a historical overview, key legislative and policy developments, and highlight the expectations of each system. By comparing these contexts, the essay will show how education reflects wider struggles, reforms and debates about childhood.

Childhood and Education in Historical Context

From 1980 onwards, childhood has increasingly been understood as a period requiring formal schooling shaped by national policy. In Great Britain, the 1988 Education Reform Act introduced the first statutory National Curriculum, marking a turning point in how children’s learning was regulated. In Finland, reforms in the 1980s and 1990s focused on equality, flexibility, and reducing centralised control, making the system child-centred. Meanwhile in Japan, education reforms sought to balance academic pressure with holistic child development, particularly from the 1990s onwards when concerns about stress and competition became widespread.

Legislation has been central to these changes. Britain’s Education Acts (1988, 1998, 2002, 2010) reshaped curriculum content and accountability. Finland’s Basic Education Act (1998) redefined compulsory education, while Japan’s Fundamental Law of Education (1947, revised in 2006) provided the foundation for curriculum reform. These legal frameworks show how states view children as citizens-in-the-making, whose education is tied to national identity and economic needs.

The National Curriculum in Great Britain

The British National Curriculum, introduced in 1988, was intended to raise standards, ensure consistency, and provide a common entitlement to knowledge. It covered core subjects such as English, Mathematics, and Science, alongside foundation subjects. Over time, political shifts altered its priorities. For example, the 1990s and 2000s emphasised literacy and numeracy strategies, while recent reforms under the 2014 curriculum promoted knowledge-based learning and academic rigour.

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