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.