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´Curriculum is the ‘permanent’ subjects that embody essential knowledge.

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´Curriculum is those subjects that are most useful for contemporary living.

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´Curriculum is all planned learnings for which the school is responsible.

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´Curriculum is the totality of learning experiences so that students can attain general skills and knowledge at a variety of learning sites.

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Tell me which Definition best fits with your "country"s" curriculum. Each person put one post. Link to your curriculum documents and any interesting pictures.

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The best definition that fits my country's curriculum is definition 4. Students should gain skills and knowledge so it will helpful for them to face challenges in their life. It will help them to solve problems and they are able to think critically and move forward to the success.
I have interviewed one retired teacher who was working as a traveler guide in Phnom Penh (Cambodia) during my vacation on December 2017. Based on his conversation, he said that most of the children did not get the education in schools. Approximately 60% of the children didn't get the education due to the extreme poverty. We can meet the children who around 8 to 11 years old at the museums or  tourist places where usually asking money from the tourists who come to visit the place.
In my opinion, every children should receive education so they can improvise their lifestyle in the future. The acquired knowledge and skills will make them move forward to success. Therefore, this curriculum should emphasize from the primary education so that the students will know the current challenges and issues of the world.
~The picture taken by myself at the museum during the vacation~ (Phnom Penh Vacation, 2017).

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Definition 4 Curriculum is the totality of learning experiences provided to students so that they can attain general skills and knowledge at a variety of learning sites.

(Diagram is at below)
The inner circle centring on life skills ensures that students acquire sound values and skills to take them through life as responsible adults and active citizens. It comprises the non-academic curriculum.
The middle circle on knowledge skills seeks to develop students’ thinking, process and communication skills. This will enable students to analyse and use information and be able to express their thoughts and ideas clearly and effectively. It comprises skills-based subjects.

The outermost circle covers the content-based subject disciplines i.e. Languages, Humanities & the Arts, and Mathematics & Sciences. It ensures that students have a good grounding in content across different areas of study.

I think Definition 4 best fit to Singapore curriculum, where they have wide variety of knowledge and skills (thinking, process, communication etc..) to be learned, as well for humanities and arts, Languages, Mathematics and Science. However, in Singapore only IP students are offered a rich curriculum in social studies with alternative forms of assessment like project work and opportunities for social action so that they can be groomed for future leadership roles. (the elite Integrated Program (IP), the mainstream Express and Normal Academic track (E/NA) and the vocational Normal Technical (NT) track. Only the best students are allowed to join IP offered by 11 elite secondary schools. ) I think this alternative forms of assessment and opportunities for social actions shall be offered to all levels of students and not only elite students. In my opinion, all students has their own unique strengths, students who don't excel in academic doesn't mean they couldn't excel in other areas which they are good at.

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Only IP students are offered a rich curriculum in social studies with alternative forms of assessment like project work and opportunities for social action so that they can be groomed for future leadership roles. 

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The country that I've chosen for this assignment is Philippines

The best definition that suits my country is definition 4: Curriculum is the totality of learning experiences so that students can attain general skills and knowledge at a variety of learning sites.

In the Philippines, the education system also accommodates learners who are unable to complete their high school education, they would be enrolled in a program called Alternative Learning System (ALS). The module for this program teaches them to attain general skills to help them with their daily life. I have shared a picture of the syllabus.

Besides that, in high school learners are required to take subjects such as disaster readiness and risk reduction to prepare them for natural disasters and occupational hazards. The curriculum also allows students to develop their interpersonal skills among one another, which would benefit them greatly when they’re out of school.

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In my opinion, definition 4 best suits the education system of the country I have chosen – Vietnam.

Vietnam is known for its rigorous curriculum that is deemed as competitive for students, and learning has always been emphasized by this motto: "improving people's general knowledge, training quality human resources, and nurturing and fostering talent.” Like many other Southeast Asian countries, education has been of great importance to the Vietnamese.  Despite its slow economic growth, the government continuously strives towards the modernization of its education system by introducing more vocational and skill-based subjects such as agriculture, trade and services, and ICT.

As a matter of fact, the Vietnamese government has made its 5-year primary education compulsory and free-of-charge for all children at the age of 6. Students at this level are required to study Vietnamese, math, lifestyle and ethics, nature and society, history and geography, science, physical education and arts. To develop students’ competence, the Ministry of Education and Training has also just added Computer Science and Technology in the primary education curriculum.

After primary school, students move on to lower secondary and upper secondary education, which both are optional. At the end of lower secondary education, students are required to sit for a national examination that is developed and managed by the Ministry of Education and Training.  After successful completion of the lower secondary studies, pupils are conferred with the award of lower secondary education graduation diploma.  At the upper secondary level, students can opt for a few types of school:

• Specialized General Education Schools (major and specialization specific)
• Vocation and Technical Secondary Schools
• High Schools for the Gifted (these are very competitive to get into).
• International Schools

Among those schools, I find the Vocation and Technical Secondary School really fascinating because it provides fundamental knowledge and practical skills for students to upgrade their self-employability and enhance their professional skills. This type of school not only improves access to education, it also helps solve the unemployment rate of the country. Based on a report from Vietnamese local news, majority of students have realized that Bachelor’s degree can hardly get them anywhere; hence, they become more practical and opt for vocational school instead of university because industrial zones and factories only need skilled workers.

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Myanmar is currently reforming their education system. Right now, with the help of Japan International Cooperation Agency (JICA), they are starting with primary education. Focusing on increasing quality of education such as colorful textbooks with graphic images for students, they are also trying to overcome other aspects such as quality of teachers and problems of distinct achievements between the rich and poor.

In this phase, I could say that curriculum definition in Myanmar still focus on the first option - ´Curriculum is the ‘permanent’ subjects that embody essential knowledge.

This could be seen by the aims of their primary curriculum:

(a) To demonstrate achievement of age-appropriate, balanced, all-round development, i.e., intellectually, physically, socially, morally, socially and economically,

(b)To demonstrate basic mastery of four skills of Myanmar language (listening, speaking, reading and writing skills) and to apply them in daily life according to the age-level,

(c) To demonstrate basic mastery of four skills (listening, speaking, reading and writing skills) of an ethnic language designated in each State and Region and to apply them in their daily life,

(d) To develop the foundation of four skills of English language (listening, speaking, reading and writing skills) according to the age level,

(e) To skillfully perform basic mathematical calculations in daily life application,

(f) To make scientific exploration about natural phenomena in one’s environment and apply the acquired basic science knowledge and skills in daily-life,

(g) To understand geographical facts, situation and historical events of Myanmar and develop desirable dispositions such as love of, and loyalty to the Republic of the Union of Myanmar,

(h) To develop basic knowledge, skills, attitudes, aesthetic appreciation, and behavior which are assumed to be the basic characteristics of a good citizen, and

(i) To develop a sound mind and in a sound body as a result of participation in physical activities and application of health-related knowledge and attitude in daily life situations

Most of the aims are still focusing in development of knowledge around the core subjects.

In the upper level, however, it could be seen that the Ministry is trying to focus on TVET and vocational training that could overcome the poverty and employability problem among their citizens.

Reference: https://www.lextutor.ca/myanmar/curriculum_framework_v5.pdf , http://www.moe-st.gov.mm/wp-content/uploads/2018/01/NESP_20Summary_20-_20English_20-_20Final_20-_20Feb_2023.pdf

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Throughout my reading, I think Thailand also emphasises on the learning experiences that can generate general skills and knowledge at a variety of learning sites. Hence, definition number 4 best describes the curriculum in Thailand.
Thailand also has transitioned from a traditional curriculum to a so-called modern curriculum. It changes from religious teaching to the implementation of ICT in the learning process. This allows the students in Thailand to learn computer skills in order to prepare the students to face 21st century. Apart from that, through technology, the students in Thailand will be able to explore more knowledge by browsing the internet. Also, this will help the students in Thailand to improve and master the foreign language (English).
According to the Ministry of Education ICT Masterplan (2007-2011), the government launched a project called One Laptop Per Child Project (OLPC). It aimed to bridge the learning gap for students in rural areas. However, in 2012, this programme was terminated because the private provider of the laptops cannot deliver the 800, 000 tablets.
Apart from that, Thailand also launched Education 4.0 in order to prepare the students to face global changes. Education 4.0 helps students to master creative and critical thinking as this agenda help the students to create and innovate new inventions.

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Thai Education is not broken | Pearl Phaovisaid | TEDxThammasatU

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In the early 20th Century, schools in Brunei Darussalam were established with the aim of providing all Bruneian citizens with the opportunities to learn and become literate. The focus of education was to provide knowledge and the basic skills of reading, writing and arithmetic (3Rs) besides general knowledge in subjects such as Geography, Health Science, Physical Education, Handicraft and Gardening. In the following years, changes in the school curriculum were focused on the needs of the country, especially in producing human resources with the capabilities and skills in areas such as science and technology. Rapid advancement in science and technology has brought about an awareness of learning experiences and general knowledges in majoring science and mathematics at all levels of schooling.

Then the Ministry of Education (MoE) Brunei Darussalam then with SPN 21 which provided an educational system that prepares their young generation for future roles as capable, creative, thinking and innovative citizens who would uphold the local social values inherent in the national philosophy embedded in the Malay Islamic Monarchy or Melayu Islam Beraja (MIB) concept. The SPN21 Curriculum and Assessment Framework for schools includes critical skills in mathematics, science, languages and ICT; entrepreneurial skills and lifelong learning; and study skills and values education. Instead of just focusing on cognitive and skills development, other aspects of a holistic education such as the inculcation of spiritual, moral, social, cultural attitudes and values, as well as physical development, are given importance too in SPN 21.  This ensure the students spend their adult lives in a multi-tasking, multi-faceted, technology-driven, diverse and vibrant world, and they must be equipped to do so.

The curriculum under SPN 21 make sure on bring the best out of students in the school system and beyond when they enter the world of work. It allows highly capable students to complete their secondary education in a shorter period of time (four years). This benefits the nation in its efforts to optimize human resource development. This is enshrined in its policy of providing every student with at least 12 years of learning experiences. An increase in the number of students joining technical education is also anticipated. This reduces the problems of early attrition among students, as well as provide more time to nurture students to become more mature individuals before they leave the school system. The SPN21 structure (see figure below) provides multiple pathways for students to choose programs that suit their capabilities, interests, inclinations, growth and development; thereby catering to their needs.

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