There was a sound reason for re-writing the National ElementarySchool Curriculum and the National Secondary EducationCurriculum – the focus of the then-current curriculum and instructionprinciples and practices was on the acquisition of knowledge, pro-ductivity, and proficiency in the use of technical andother specialized skills. Learning becomes a means to obtain anobjective. This is the very essence of the Modern Age approach toeducational and related problems.
Achievement is the negation of failing, notgetting an A, a D or an F. Achievement is defined as theprogression from goal to goal and mastery of a skill or attestation ofacquirement, in a measurable way. There is no distinction made between abasic score and a score below 80 % or no distinction between betterand worse. The teacher makes no distinction; the student does not.
This is the underlying principle of the 2002 BEC. Learning (thoughit involves acquiring skills, or attesting knowledge) has always beenabout attaining mastery and this is what the NESC was based on.The BEC has a small and flexible set of objectives that are easy tomeasure. This means that the successes and failures are easilymeasured and the learning can be documented. d2c66b5586