Re-imagining the curriculum

Over recent decades, the prominence of knowledge within educational curricula has varied, with a notable shift towards generic skills and competencies since the late 20th century. This trend has faced criticism for reducing curricular specificity and diminishing the emphasis on knowledge. Recently, there has been a resurgence of content-driven curricula in various countries, influenced by insights from social theory, cognitive science, and empirical evidence supporting the benefits of a well-sequenced, knowledge-rich curriculum. This chapter examines the return to knowledge through case studies in New Zealand and Flanders (Belgium). In New Zealand, recent curriculum reforms aim to implement a knowledge-rich curriculum, marking a shift from former competency-based models. In Flanders, educational policy is focusing on the development and implementation of a knowledge-rich curriculum from pre-school onwards. These case studies highlight the complexities and challenges of curriculum reform, the role of distinct stakeholders, and the importance of context-specific approaches. The renewed emphasis on knowledge reflects its critical role in cognitive development, academic achievement, and its potential to reduce educational inequalities, providing valuable insights for future curriculum development worldwide.