ABSTRACT

Constructive alignment as a way of framing curriculum has wide appeal in many tertiary education contexts. At one Pacific regional tertiary institution, it has recently been embraced as a means toward greater program quality. Its unquestioned acceptance, however, raises the need for critical reflection. This reflection critiques constructive alignment from a number of perspectives, including its resistance to complex educational realities and its technical rationality in the face of organic aspects of a decolonised Pacific education.

中文翻译：

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太平洋高等教育中的建设性结盟：用指甲钉牢瓦卡

摘要

在许多高等教育背景下，建设性的校对作为框架课程的一种方式具有广泛的吸引力。在一个太平洋地区的高等教育机构中，最近它被视为提高计划质量的一种手段。但是，毫无疑问，它的接受引起了对批判性反思的需求。这种反思从许多角度批评了建设性的一致性，包括面对复杂的教育现实以及面对非殖民化的太平洋教育的有机方面的技术合理性。