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Curriculum reforms at the secondary-school level in Malaysia began in 1988 and was fully implemented in 1989. Heagly and Evans define curriculum as structured experience provided by the school for the student, so the student can meet all set learning outcomes to the best of their abilities. Prior to the introduction of the Secondary School Integrated Curriculum (KBSM), many issues were identified in the secondary school curriculum that served as the benchmark for curriculum reforms in Malaysia. Based on analysis, the introduction of KBSM was closely related to the turbulent historical issues during the first three decades after independence. These issues include problems with unity, inability to produce skilled labour, and the fragile and still negligible usage of the national language. Therefore, this article analyses the historical issues closely related to the introduction of KBSM, and the individuals responsible for ensuring KBSM comes into reality. The historical method is used as the thrust of this paper. Data collection-wise, this paper uses the qualitative analysis method of archival and library research. This approach aims to gather information and analysis a variety of primary and secondary sources such as the Report of the Education Committee 1956, Report of the Education Review Committee 1960, and the Cabinet Committee Report on Review of Implementation of Education Policies 1979, along with the Curriculum Committee Meeting Minutes in 1972, 1986 and 1987. The findings confirm the three historical issues strongly influenced the thought processes that went into planning and drafting KBSM. Implication-wise, the curriculum underwent reforms, towards a shift in the field of education following these historical issues. [ABSTRACT FROM AUTHOR]

The goal of this article is to recount the birth and development of midwifery and maternal care education in Bulgaria after the Bulgarian Liberation at the end of XIX and the beginning of the XX century. The researchers set the following tasks: 1) to present the main reasons for the emergence of professional midwifery education in post-Liberation Bulgaria; 2) to show the place and role of the first professionally trained midwives in Bulgaria; 3) to outline the seminal work of notable personalities for the development of professional midwifery care. Historical method was used, secondary historical sources, documents and scientific papers were reviewed. Conclusions: Professional midwifery education helped the introduction and spread of modern Obstetrics/Gynecology medicine, which lead to decrease in maternal and infant mortality and slowly improved quality of life for Bulgarian women and children. Bulgarian nationals educated abroad brought to the country the scientific foundation and best practices in maternal health care. [ABSTRACT FROM AUTHOR]

The paper studies the particularities of the educational policies of the Popular Unity. To answer this question, the context has been recreated and the main issues and conflict of these policies are explored. This objective is original because most of the investigations on this regard have studied the logic of the groups that fought to govern the country, have highlighted the differences between the educational projects of past governments or have evidenced the controversies surrounding the Unified National School. To achieve this answer, the study carried out an exhaustive review of the main primary and secondary sources in this matter [ABSTRACT FROM AUTHOR]

In this paper, we describe the elements that characterize the teaching of Mathematics in the Ave María Schools, founded and run by Andrés Manjón in Granada between 1889 and 1923. He stood up for a peculiar model of integrated education, based on Christian values, and he also developed his own methodological principles, similar in many ways to those of the emerging École Nouvelle. The selection and analysis of several sources has allowed us to set his teaching of Mathematics within this pedagogical framework and has suggested us the idea that the strategies used by Manjón in order to teach Arithmetic and Geometry could be innovative at that time and, perhaps, valuable from the point of view of contemporary Didactics. [ABSTRACT FROM AUTHOR]