16 Issues in Curriculum Development.pptx.pdf

ISSUES IN CURRICULUM DEVEOPMENT

1. Unit IV
Curriculum Development
Chapter 16
Issues in Curriculum Development

2. a) Curriculum Evaluation – A
conceptual analysis
•Evaluation is a systematic process of
determining the proficiency level of a system
or a practice by comparison and judgement.
•Curriculum development is an evolutionary
process and its evaluation includes specific
steps and criteria to evaluate that process at
various stages.

3. Stages of Curriculum Evaluation
i)Goal specification : It includes the role of
experts of evaluation with a view to draw the
attention of decision makers concerned with
curriculum development to take decision about
educational goals on the basis of social needs,
trends, research, findings, etc.
ii)Planning : Planning involves an examination of
the adequacy of objectives, content, learning
strategies and sequencing in the development of
instructional material as well as quality of the
material. This done through preliminary try out.
The cost of implementation also is a factor to be
evaluated.

4. Stages of Curriculum Evaluation
(Contd..)
iii) Validation : The study material is submitted to
subject experts for their judgement and on the
basis of their observations, it is modified if
necessary. An empirical trail may also be
conducted in the classroom situation. On the
basis of expert opinion and classroom try out,
alterations may be made if needed.
iv) Field testing : On the basis of the suggestions
made in the validation (previous stage), a revised
course material is developed and it has to be field
tested with a representative sample of the target
population. Usefulness of the whole system can
be assessed at the field testing stage.

5. Stages of Curriculum Evaluation
(Contd..)
v) Regular monitoring : It helps to update the
old program or to develop a new one. With
the passage of time, programs and the
technology used may become obsolete.
Regular monitoring helps to identify the
strength and weaknesses of the system and to
compensate time.

6. Stages of Curriculum Evaluation
(Contd..)
•Curriculum development and curriculum
evaluation also should be a systematic and
comprehensive task taking into account the
various aspects of curriculum initiation,
structuring and operation.
•Context evaluation and input evaluation
relate to curriculum initiation and structuring.
Context evaluation deals with the planning of
curriculum and input evaluation relates to
decisions in selecting resources and
strategies.

7. Stages of Curriculum Evaluation
(Contd..)
•Process evaluation and product evaluation
relate to curriculum operation or curriculum
transaction. Product evaluation in particular
deals with the final effects of curriculum
transaction, determined in terms of the
development achieved by the learners.

8. b) Defects of the existing pattern of
curriculum
A number of defects of the educational
system is the result of defective curriculum.
Improving the curriculum according to the
needs o the changing society is a burning
issue. Following are some of the
shortcomings of the present-day curriculum.
i) Very conception of the curriculum is narrow
: Curriculum is that portion of knowledge by
a mastery of which enables a person to get
admission at higher stages. Education should
not be delimited to acquisition of knowledge.

9. Defects of the existing pattern of
curriculum (Contd..)
ii) It is bookish and theoretical : The
curriculum is loaded with bookish knowledge
and there is no scope for practical activities.
So schools have become knowledge-shops
and pupils knowledge-mongers.
iii) It is out of time with life : The present
curriculum takes little note of challenging
day-to-day economic, social and political
issues that confront children in later life.

10. Defects of the existing pattern of
curriculum (Contd..)
iv) The curriculum is highly compartmentalized :
The curriculum is overcrowded with too many
subjects and there is no real relationship between
subjects and among subjects. No correlation or
fusion or integration of subjects.
v) It is not flexible : Curriculum does not cater to the
diverse tastes and talents of children effectively.
vi) Segmentation of school life : Overloaded content
forces teachers to cover the syllabus than
encouraging children to do the activities and
co-curricular activities. Schools did not get
enough time to conduct field-trip, plays or such
other constructive activities.

11. Defects of the existing pattern of
curriculum (Contd..)
vii) It is dominated by examination : Teachers are
concerned about the percentage of passing out
students and students are concerned about
scoring of high marks. Exam oriented teaching
and learning is going on.
viii) It is partly outmoded : The tremendous
explosion of knowledge in recent years and
reformulation of the basic concepts in physics,
biology and social sciences are inadequately
reflected in the existing school programs.

12. c) Remedies suggested for the
improvement of curriculum
i.Curriculum should be related to the needs of the
pupils. School facilities and teacher competencies
should suit the demands of the curriculum.
ii.Schools should be given autonomy to devise, evolve
and adopt curricula suited to their own needs.
iii.Schools should be given freedom to experiment with
new curricula.
iv.Formation of Subject Teacher’s Association, which
can discuss about specific aspects of the curriculum
clearly and at a depth level, has to be implemented.
v.Science should be a basic component of the
curriculum at all stages of the school curriculum.

13. Remedies suggested for the
improvement of curriculum (Contd..)
vi. Work experience should be an integral part of
general education.
vii. At the secondary school level, vocationalization
of the curriculum should be done.
viii. Some kind of education in morals should be
made compulsory for all the children.
ix. Comprehensive and scientific curriculum
evaluation covering all subject-inputs, process
and outputs should be attempted continuously
and modifications done in time.
x. Teachers should be given thorough training to
analyze a curriculum –including the hidden
curriculum – and adopt appropriate strategies for
goal-oriented curriculum transaction.

14. d) Factors that necessitate curriculum
revision
i.Updating knowledge in the concerned
discipline.
ii.New theories of psychology and pedagogy.
iii.Political change especially change of
government.
iv.Social needs.
v.Economy of the country.
vi.Cultural diffusion.

15. e) Factors contributing to curricular
organization
i.Teacher
ii.Pupils
iii.Text book and instructional materials
iv.Evaluation and Examination
v.Guidance and Counselling
vi.Supervision and administration
vii.Research

16. g) Type of curricular organization
i.Factual or Conceptual.
ii.Pupil centered or Teacher centered.
iii.Process oriented or Content oriented.
iv.Disciplinary or Integrated.
v.Flexible or Structured.

17. h) Curriculum for generating
knowledge
•In constructivist paradigm, main function of
curriculum is to generate new knowledge.
•Curriculum should help the learner to explore new
avenues of knowledge.
•Constructivism considers learning is occurring in a
wider social context.
•Text books and learning experiences are open ended
which helps the learner to arrive at their own
conclusions.
•A curriculum should generate more opportunities for
the learner to interact with teachers, peer groups,
elders, parents and other members o the society.

18. Curriculum for generating knowledge
(Contd..)
•It also promotes inter disciplinary learning
environment rather than watertight disciplinary
focus.
•Learners are actively involved in teaching
learning process including reflective thinking,
creative thinking, analytical thinking, problem
solving, etc.
•This type of curriculum makes learning
purposeful, realistic and experiential.
•Role of the teacher is facilitator, mentor or
co-learner.