Regional Education in the View of Challenges of the Future. Modernization of Content in the Light of the Latest Curricular Bases

Following many years of efforts and convincing of benefits stemming from the adaptation of regionalism to curricula, regional education was introduced to schools pursuant to the educational system reform of 1999, in the form of an obligatory, inter-subject path throughout all stages of education. Its realization was handled by all teachers giving courses at a given educational level, who would incorporate relevant content to issues covered in their subjects. Although considered obligatory for all students, the regional subject did not play an overly privileged role – rather, it complemented the general content of individual subjects and blocks, constituting one of equally important elements of a wider concept of inter-subject integration. The new curricular reform, in force since 2009, brought a pivotal change to the situation of regional education and other paths. The change consisted in resignation from separating the education content in this scope, with regional subject matters being directly incorporated into individual subject, wherever possible and justifiable. The earlier, comprehensive concept of regional education was replaced with a new proposition, discernible only at the level of individual entries in selected subjects and educational stages, yet never described in a complete and systematic manner that would make its basic assumptions legible. This article attempts to answer the question of the direction of modernization of content in the scope of regional education in the new curricular reality, while drawing attention to binding this content with the comprehensive concept of subject-based education.
 

Following many years of efforts and convincing of benefits stemming from the adaptation of regionalism to curricula, regional education was introduced to schools pursuant to the educational system reform of 1999, in the form of an obligatory, inter-subject path throughout all stages of education. Its realization was handled by all teachers giving courses at a given educational level, who would incorporate relevant content to issues covered in their subjects. Although considered obligatory for all students, the regional subject did not play an overly privileged role – rather, it complemented the general content of individual subjects and blocks, constituting one of equally important elements of a wider concept of inter-subject integration. The new curricular reform, in force since 2009, brought a pivotal change to the situation of regional education and other paths. The change consisted in resignation from separating the education content in this scope, with regional subject matters being directly incorporated into individual subject, wherever possible and justifiable. The earlier, comprehensive concept of regional education was replaced with a new proposition, discernible only at the level of individual entries in selected subjects and educational stages, yet never described in a complete and systematic manner that would make its basic assumptions legible. This article attempts to answer the question of the direction of modernization of content in the scope of regional education in the new curricular reality, while drawing attention to binding this content with the comprehensive concept of subject-based education.