Abstract:

We observe the phenomenon of over-dimensioning of the content of education (curriculum), in the conditions of education at all levels, not excluding higher education. The explosion of information causes that knowledge about the world cannot be mastered even in the basics in the current conditions. In addition, knowledge changes very quickly, becomes obsolete, not to mention that isolated, unconsolidated knowledge is very quickly forgotten. If we take into account the fact that quality education is a condition for ensuring permanent innovations of ever higher quality products and services, then it is important to answer the question, how can the over-dimensioning of the curriculum be eliminated?

Based on current knowledge, there are several possibilities. The aim of the paper is to present the possibilities of eliminating the over-dimensioning of the curriculum, with a focus on higher education, based on knowledge gained from domestic and foreign scientific and professional publications, focused on didactics. Using the method of analysis and comparison, the first part of the article focuses on the analysis of the elements of the curriculum. In the second part of the article, the possibilities of using the basic structure of the curriculum are presented to establish recommendations that can either remove the over-dimensioning of the curriculum or eliminate it in a substantial way.

Keywords:

Content of education, over-dimensioning of the curriculum, learning, education, basic structure of the curriculum.