With the increasing interdependence and harmonization of educational systems and achievement
expectations the necessity to cooperate across national borders and differences is becoming
more evident. A serious problem that has not received sufficient attention arises from
different concepts of the planning and implementation of teaching. Two basic models predominate
internationally: the Anglo-Saxon tradition of curriculum and the Continental European tradition
of Didaktik. Didaktik and or Curriculum presents core issues of an international dialogue
aiming at a comparative analysis of both traditions as an indispensable precondition for mutual
understanding and successful cooperation.
