Curriculum determinants

Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.

1. CURRICULUM DETERMINANTS Soumya Ranjan Parida

2. Learning objectives Define curriculum determinants Philosophical determinants Sociological determinants Psychological determinants Scientific determinants Political determinant

3. What is determinant? Determinant is the factor that dicisively affects the nature or outcome of something. Exa : soil and climate are the main determinants of how land is used. Determinant is a factor or cause that makes something happen or leads directly to a decision.

4. Determinant of curriculum Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.

5. Determinants of curriculum

6. Philosophical determinants of curriculum It aims at the all-round development of the individual. It is based on the philosophy of the nation. It reflects the ideals and aspirations of the people. It inculcates the desired ideals of life in the youngsters.

7. Cont.. It helps in the development of proper philosophy of life. It is in accordance with the aspiration level of the individual It enables the learners to learn the desirable cultural values, intellectual virtues, societal norms and moral doctrine. It helps in the development of the personal and national character.

8. Child centeredness The naturalistic philosophical movement made the curriculum child centered. Frobel felt that the curriculum should be centered on the nature of the child. The child is the center of the educative process. As per the philosophical principle the curriculum, the methods of teaching and the whole of school environment become the child centered and child oriented.

9. Need centeredness The principle of need centeredness of curriculum gives the recognition of the interests of children in the process of education. It is the impact of pragmatic philosophy of education. It emphasize that curriculum building is need based as per the interest of children and human race.

10. Activity centeredness According to Sir TP Nunn, the famous British educational philosopher, curriculum should be thought of in terms of activities and experience rather than pieces of knowledge to be acquired and facts to be stored. This philosophical principle emphasize that curriculum should be taught in terms of activities. Subjects to be studied as branches of knowledge and as creative & activizing activities. The project curriculum and basic curriculum are examples of activity centered curriculum.

11. Sociological determinants of curriculum As the sociological approach to education demands we should bear in mind the needs, requirements, imperatives, and aspirations of the community for which the curriculum is being prepared. The curriculum should be dynamic, flexible and reversible to be progressive with the changing times.

12. The determinants that guide the curriculum development are- Core values and needs of the Indian society Changing values of the people. Demands of the modern society Good family, ways of life. Democratic temper of the society Faiths, beliefs and the attitudes of the people.

13. Cont.. Cooperation Media explosion Population explosion Regional and national imbalances. Economic efficiency Education for fellowship and leadership Creative and purposeful activities Cultural, political factors Knowledge, attitude and beliefs.

14. The characteristics of the curriculum i.e. determined by sociological foundations of education are- To realize the social aims of the education Makes education as an effective media of social control Keeps in mind the social changes and reflects the social needs of the community Dynamic, flexible ad progressive. Transmit the values and ideals that the society upholds and consider to be inherited by new generation. Related to social interests and problems of the society.

15. Cont.. Enables the youngsters to participate efficiently in social life. Inculcates in them respect for different vocations and professions and creates the dignity of labour . Develops desirable social attitudes Aids them in promoting the social progress To develop each individual to the optimum possible progress level Aims at educating for the vacation and vocation. It is functional and socially utilitarian.

16. Sociological principles serving as determinants of curriculum Integratedness Life- centeredness Social utilitarianism

17. Integratedness All knowledge is considered as unitary. Subject matter boundaries are artificial boundaries that is created for the convenience of piece - meal learning. Logical integrations of different activities and subjects to become a meaningful whole is being increasingly felt as a desired educational need.

18. Life centeredness Education is of life, for life and by life. Socialized curriculum is vitally and organically related to the life of community. It attempts to initiate the hearts of pupils the art of social living. Life centered curriculum enable the students to become socially efficient, economically sufficient, intellectually alert, physically fit, professionally proficient and culturally competent person.

19. Social - utilitarianism All education is considered to have transference effect. All curriculum provided in the educational institutions have greater positive transference when there is identity of learning and life situations. Hence there is an need for the curriculum to be lifelike.

20. Psychological determinants of curriculum Knowledge of the nature of the learner and learning process and the condition facilitating optimum learning. Knowledge of growth and development Intelligence, development capacities. Curriculum to be child centered, learning experiences should be provided in accordance with the mental development of the learner. Interests of the learner.

21. Scientific determinants of curriculum To achieve complete development of an individual & to prepare for complete living i.e. human activities in 5 categories: Self preservation, Self protection, Promote human prognosis & its protection, Social & political protection Proper utilization of leisure time.

22. Political determinants of curriculum Politics can be defined as: The process used by any society to determine how power, wealth, opportunity , statue and other social goods are distributed to the members of that society.(Joseph 2015)

23. Cont.. In Trinidad and Tobago: Politics in relation to curriculum development and decision making is a combination of government policies and opinions from educators, students, professional organizations and other key stake holders. The Role of Politics in Curriculum decision Making – To develop democratic values of social justice, equity, socialism, rights & duties.

24. Cont.. Examples of: The Role of Politics in Curriculum decision Making - The introduction of the Continuous Assessment Component (CAC) in the 2012-2013 academic year for Primary Schools. CAC is: The assessment of (Standard Four & Five) students in Character and Citizenship Education (CCE), Science and Drama, along with Writing English Language Arts as part of the Secondary Entrance Assessment (SEA) examination.

25. Cont.. Examples of: The Role of Politics in Curriculum decision Making - The government of Trinidad and Tobago took a policy decision to change from a two-year teachers’ diploma to a four-year bachelor degree in education for persons wishing to enter the teaching profession. This policy decision required a total overhaul of the curriculum to focus on new content and pedagogy courses for prospective teachers.

26. The determinants of curriculum may be enumerated as follows- National ideology Sociological consideration Educational philosophy National goals and aspirations Religious doctrinaire Cultural factors Technological and scientific advancements Psychological foundations Economic planning Need for modernization

27. Integratedness of curriculum with other facets of education

28. Research studies Based on Research and interviews done: • The curriculum is too focus on the rights and not responsibility. (Give E.g.) • The curriculum needs to more balance in the context of content vs time. • Allow for more public and professional consultation • The curriculum is too heavily influenced by governments who are consistently changing • It should allow for more cultural content and adaptation of foreign influences before the inclusion into the curriculum

29. Recommendations/New Initiatives • Revision of the curriculum to include more student centered approaches. • More cooperation between government and key stake holder in the development, implementation and evaluation of curriculum.

30. Summarization Evaluation – what is curriculum planning? Which factors are influencing the curriculum planning? What are the curriculum determinants? Which are the philosophical foundations of education? Which principles are followed in sociological determinants of curriculum? How can the integratedness of curriculum to other facets of education be explained?

31. Assignment Explain the factors influencing curriculum planning. As a nurse educator which points you have to keep in mind while preparing a curriculum for B. Bsc . Nursing students and why?

32. References • Glatthorn , Boschee , Whitehead, Boschee , Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn , Boschee , Whitehead, Boschee , Curriculum Leadership, 3rd Edition © 2012 SAGE Publications • Hough, W. M. (1969). A better curriculum through negotiation? Educational Leadership, 26(6), 531-34. • Joseph, S. (2015) Curriculum Politics in Higher Education: What Educators need to do to Survive, doi:10.5430/ijhe.v4n3p14

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