INCA International Review of Curriculum and Assessment Frameworks Internet Archive

INCA provides descriptions of government policy on education in Australia, Canada, England, France, Germany, Hungary, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, South Africa, Spain, Sweden, Switzerland, the USA and Wales. It focuses on curriculum, assessment and initial teacher training frameworks for pre-school, primary, lower secondary and upper secondary education in schools (3-19 age range). 


The INCA website is supported by the Department for Education (DfE) in England. Content is managed by the National Foundation for Educational Research (NFER).






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October 2012 Comparative tables updated
The INCA comparative tables, which provide a readily comparable overview of the detailed descriptions of national education policy in the country archives, have been updated to take account of recent changes. 
September 2012 New Framework for lower secondary education in Ireland

New Framework for junior cycle (lower secondary) education, age 12-15

A new framework for junior cycle education will be introduced in Ireland from September 2014 and two new linked qualifications will be completed for the first time in 2017.

A new framework for junior cycle education (12-15) will be introduced in Ireland from September 2014. 24 statements of learning and the key skills of literacy and numeracy, managing information and thinking, working with others, being creative, managing myself, staying well, and communicating will form the core of junior cycle learning. Two new linked qualifications will also be introduced; they will be completed for the first time in 2017.
News thumbnail image April 2012 International evidence on alternative provision

This international 'evidence pack' commissioned by the Department for Education focuses on the provision of alternative education in ten countries/jurisdictions. It outlines how high performing education systems ensure that vulnerable children, often with complex needs receive a good quality education.