CURRICULUM DEVELOPMENT:DYNAMIC PROCESS

Curriculum development is not an exact science. In most cases, it is a dynamic process that involves many people, often with different priorities, vested interest and needs. Priorities of politicians and parents can be very different, as can the priorities of teachers and employers. But it can be argued that each of these groups has a legitimate interest in what is included in the curriculum, and most significantly, in its outputs. Curriculum has been a rich source of research and theory for many decades. While the debate has been complex and robust; it has resulted, at least in English-speaking countries in two prominent models of curriculum development being proposed;

1. objectives – sequential, rational or behavioral model
2. interactive or dynamic

OBJECTIVE MODEL Conceptualizes the curriculum development as a sequential series of stages

1. stating objectives
2. selecting learning experiences or subject
3. organizing learning experiences or subject
4. evaluating – whether objectives have been met

INTERACTIVE MODEL Conceptualizes curriculum development as a less predictable process which can begin with any element or stage. Is continuing process of interaction, refinement, and review.

THE CURRICULUM RESOURCE PACK DEVELOPMENT PROJECT Acknowledge the legitimacy of both curriculum development models. It advocates a thoughtful analysis of the context and a consideration of the needs and interest of all stakeholders, within broad range of stages

IMPERATIVES
“every education system works within its own parameters and traditions, and is guided by its own imperatives, some possibilities are

1. development of healthy, responsible and skilled citizens
2. socio-economic development and improvement of living standards
3. international competitiveness and global integration
4. social stability and national cohesion
5. economic liberalization
6. political transaction
7. post conflict reconciliation and social reconstruction

CONTEXTUALIZED IMPERATIVES
Which imperative apply to our respective context?
(we have examples from the Curriculum Reform Process in different countries, with its challenges and responses)

Traditionally, curriculum was often thought of as product; documents that describe content – what teachers should teach.