Availability and Use of Educational Materials in the Teaching and Learning Processes

Abstract

In the course of the last fifteen years, different countries around the world have started to restructure their education systems in order to respond to the social and economic demands of the present times. Although there are a number of contextual, economic, political and cultural singularities, the itinerary followed by these different countries - as well as the actions undertaken by them - is quite similar, especially when it comes to curriculum reform. Adherence to a constructivist perspective that underpins the teaching-learning processes, the introduction of a competency-based approach, the importance given to problem solving, project-based pedagogy, the regrouping of school knowledge into sectors, areas or domains of learning, the integration of new information and communication technologies (ICT) and the cross-cutting treatment of certain social issues, are just some examples - the common denominator - that characterise these different curricular reforms.