Concept of curriculum development

 

Dr. V.K.Maheshwari, M.A(Socio, Phil) B.Sc. M. Ed, Ph.D

Former Principal, K.L.D.A.V.(P.G) College, Roorkee, India

“It is easier to change the location of a cemetery, than to change the school curriculum-“

Woodrow T Wilson

As per the modern thinking, education is a tri-polar process, in which on  one end is the teacher ,on the second is the student and on the third is the curriculum .In fact ,the curriculum is that pole which forms the central point of the educational process. If education is accepted as the teaching-learning process, then both teaching and learning  only take place through the curriculum. In this context, it can be said that education is related to our life.

The term ‘curriculum ’has been derived from a Latin word ‘currere’ which means race course .Thus ,the term ‘curriculum’ has the sense of competition and achievement of goal inherent in it.         .

Curriculum is total environment. The most comprehensive concept of curriculum is given by those who conceive it to include the total environment of the school. In the words of H.L. Caswell, “The curriculum is all that goes on in the lives of the children, their parents and their teachers. The curriculum is made up of everything that surrounds the learner in all his working hours.” In fact, the curriculum has been described as “the environment in motion.” In modern times, the term is interpreted in this more liberal sense because there is no questioning the fact that the child’s education is influenced, by not only books but the playground, library, laboratory, reading room, extra-curricular programs, the educational environment, and a host of other factors. In the school, both the educator and the student are part of the curriculum because they are part of the environment, while in the family the child is expected to progress and achieve the goals of education

Organized form of subject-matter: Curriculum is the organized form of subject-matter, specially prepared to experiences and activities which provide the student with the knowledge and the skill he will require in facing the various situations i of real life. Obviously, the term ‘curriculum’ cannot be restricted to; list of books, because it must include other activities which provide [the student with the knowledge and the skill he will require in facing [the various situations of life, meet the requirement of children. Hence, Snow curriculum includes those environments of the schools and numerous other elements not taught by books. In the words of Bent and Kronenburg , “Curriculum, in its broadest sense, includes the complete school environment, involving all the courses, activities, reading and associations furnished to the pupils in the school.”

Curriculum is comprehensive  experience: In the words of Munroe, “Curriculum embodies all the experiences which are utilized by the school to attain the aims of education.” Thus, the various subjects included for study in a curriculum are not intended merely for study or rote learning but to convey experiences- of various kinds .Curriculum does not mean only the academic subject traditionally taught it the school, but it includes the totality of experiences that a pupil receives through the manifold activities that go on in the school in the classroom, library laboratory, workshop, playground and in the numerous informal contacts between teachers and  pupils.

The curriculum includes all the learner’s experiences in or outside school: All experiences which are devised to help the child to develop mentally, physically, emotionally, socially, spiritually and morally.” it is obvious, then that, the aim of curriculum is to provide experience to the student so that he may achieve complete development. By calling the curriculum an experience, the fact is made explicit that it includes not merely books, but all those activities and relationship which are indulged in by the student, both inside and outside the school

.Curriculum is not an end in itself, but a means to an end: Curriculum is a means or tool?  It is apparent from the foregoing definitions that because it is created – in order to achieve the aims of education. That is why, one finds that different educationists have suggested different kinds of curricula to conform to the aims and objectives ascribed to education; Explaining the concept of curriculum as a tool of education, Cunningham writes, “The curriculum is the tool in the hands of the artist (the teacher) to mould his material (the pupil) according to his ideal (objective) in his studio (the school).” Here the educator is compared to an artist and the curriculum as one of the instruments of tools used by him to develop the  student according to, and in conformity with the aims of education. It is evident that the curriculum will change with every change -in the aims of education.

The curriculum may be seen as the totality of subject matter, activities, and experience which constitute  a  pupil’s school life : Curriculum includes all activities Elaborating the same concept further, H.H. Horne says, “The curriculum is that which the pupil is (aught. It involves more than the acts of learning and quiet study, it involves occupations, production, achievements, exercise, activity. “Pragmatists, too, have included the entire range of the student activities in the curriculum because according to them, the child learns by doing. In the light of the various definitions of curriculum given it is possible to arrive at a definition of the term which includes all the points mentioned in these definitions. Briefly, then, curriculum is the means of achieving the goals of education. It includes all those experience activities and environments which the educand receives during his educational career. Such a definition of curriculum comprehends the student entire life, a contention borne out by all modern educationists who believe that .the child learns not only inside the school, but also outside it, on the playground, at home, in society, in fact, every where. That is why, there is nowadays so much insistence on the participation of the parents in the child’s education and on not restricting the environment of the curriculum to the school environment but taking it means every possible kind of environment encountered by the child. Besides, it includes all those activities which the child does, irrespective of the time and place of these activities. It also includes the entire range of experiences that the child has in the school, at home, in the world at large. Considering from his liberal standpoint, one finds that is preparing the curriculum one has much wider background than would otherwise be possible.

Clarifying the  purpose of curriculum, it has been pointed out in the report of the Secondary Education Commission( 1952-53 India) that, “The starting point for curricular reconstruction must, therefore, be the device to bridge the gulf between the school subjects and to enrich the varied activities that make up the warp and woof of life.” Hence, the curricular should be so designed that it strains the student  to face the situations of real life, a curriculum can be said to have the following major purposes

Synthesis of subjects and life: The aim of the curriculum is to arrange and provide those subjects For an student study which will enable the student to destroy any gulf between school life and life  outside  the  school.  The  opinion  of the  Secondary  Education Commission has already been quoted.

Harmony between individual and activity: In a democracy, such social qualities as social skills, cooperation, the desire to be of service, sympathy, etc., are very significant because without them, no society can continue to exist. On the other hand, development of the individual’s own character and personality arc also very important. Hence, the curriculum must create an environment and provide those books which enable the individual to achieve his own development at the same time as he learns these social qualities.

Development of democratic values. In all democratic countries, the curriculum of education must aim to develop the democratic values of equality, liberty and fraternity, so that the students may develop into fine democratic citizens. But the development should not only aim at national benefit. The curriculum must also aim to introducing a spirit of internationalism in the. student

Satisfaction of the student need: In defining curriculum, many educationists have insisted that it must be designed to satisfy the needs and requirements of the. student It is seen that one finds a great variety of interests, skills, abilities, attitudes, aptitudes,’ etc. A student curriculum, should be so designed as satisfy the general and specific requirements of the student.

Realization of values: One aim of education is development of character, -and what is required for this is to create in the  student a faith in the various desirable values. Hence, one of the objectives of education is to create in the  student a definite realization of the prevailing system of values.

Development of knowledge .and Addition to knowledge: In its most common connotation, the term curriculum is taken to mean development of knowledge or acquisition of facts and very frequently, this is the aspect kept in mind while designing a curriculum. But it must be remembered that it is not the only objective, although it is the most fundamental objective of a curriculum.

In the contemporary educational patterns that curriculum is believed to the suitable which can create a harmony between the various branches of knowledge so that the  student attitude should be comprehensive and complete, not one sided.

Creation of a useful environment: Another objective of curriculum is to create an environment suitable to the  student primarily the environment must assist the  student in achieving the maximum possible development of his facilities, abilities and capabilities.

CURRICULUM CONSTRUCTION-THE WHY ASPECT

Different educationists have expressed their own views about the fundamental principles of curriculum construction, the difference being created by their different philosophies of education. Briefly, the main principles of curriculum construction are the following:

Principle of utility: T.P. Nunn, the educationist, believes that the principles of utility is the most important principle underlying the formation of a curriculum. He writes, “While the plain man generally likes his children to pick up some scraps of useless learning for purely decorative purpose, he requires, on the whole, that they shall be taught what will be useful to them in later life, and he is inclined to give ‘useful’ a rather strict interpretation.” As a general rule, parents are in favor of including all those subjects in the curriculum which are likely to pose useful for their child in his life, and by means of which he can be fade a responsible member of society.

Principle of Training in the proper patterns of conduct: According to Crow and Crow, the main principle underlying the construction of a curriculum is that, through education the student should be able to adopt the patterns of behavior proper to different circumstances. Man is a social animal who has to constantly adapt himself to the social environment. Therefore, education must aim at developing all these qualities in the student which will facilitate this adaptation to the social milieu. The child is by nature self-centred, but education must teach him to attend the needs and requirements of others besides himself. One criterion of an educated individual is that he should be able to adapt himself to different situations with which he is comforted. In his context, the term conduct must be understood in its widest sense. Only then can this principle of curriculum construction be properly understood. “All our activities in social, economic, family and cultural environment constitute behavior or conduct, and it is the function of education of teach us how he behaves in different situation.”

Principle of Synthesis of play and work: Of the various modern techniques of education, some try to educate through work and others through play. But a great majority of educationists agree that the curriculum should aim at achieving a balance between play and work. In other words, the work given to the  student should be performed in such a manner that the child may believe it to be play. There is a difference between work and play. That is why, parents want to engage the child in work instead of allowing him to play all the time, but the child is naturally inclined to spend his time in playing. Keeping this in view, T.P. Nunn has written, “The school should be thought of not as a knowledge-monger’s shop, but a place where the young a^-e disciplined in certain forms of activity. All subjects should be laugh; in the ‘play way’ care being taken that the ‘way’ leads continuously from the irresponsible frolic of childhood to the disciplined labors of manhood.”

Principle of Synthesis of all activities of life: In framing a curriculum, attention should be paid to the inclusion, in it, of all the various activities of life, such as contemplation, learning, acquisition of various kinds of skill, etc. In the individual and social sphere of life, every individual has to perform a great variety of activities, and this success in life is determined by the success of all these activities. ‘Hence, the curriculum should not neglect any form of activity related to any aspect of life. A curriculum constructed on this basis will be both comprehensive and closely related to life. In other words, it should include all the activities that student is likely to require in later life.

Principle of individual differences: Modern educational psychology has brought to light, and stressed the significance of individual differences that exist between one individual and another. It has been discovered that people differ in respect of theft mental processes, interests, aptitudes, attitudes, abilities, skills, etc., and these differences are innate. All modern education is paid centric that is, it is centered around the ‘child. Psychologists insist that the curriculum should be so designed as to provide an opportunity for complete and comprehensive development to widely differing individuals. One of the basic qualities of such a curriculum is flexibility; for it must be flexible, in order to accommodate,   student of low,  average or high intelligence and ability, and to provide each one a chance to develop all his the greatest possible extent.

Principle of Constant development:  Another basis for curriculum construction is the principle of  dynamic curriculum, based on the realization that no curriculum can prove adequate for all times and in all places. For this reason, it  should be flexible and changeable. This is all the more true in the modern context when new discoveries in the various branches of science are taking place every day. Hence, it becomes necessary to reshape the curriculum fairly, frequently in order to incorporate the latest development.

Principle of Creative training: Another important principle of curriculum construction is that of creative training. Raymont has correctly stated that a curriculum appropriate for the needs of today and the future must definitely have a positive bias towards creative subjects. And, one of the aim of education is to develop the creative faculty of the. Student. All that is finest in human culture is the creation of man’s creative abilities. Children differ from other in respect of this ability. Hence, in franking a curriculum, attention must be paid to the fact that it should encourage each to student develop his creative ability as far as is possible.

Principle of Variety: Variety is another important principle of curriculum construction. The innate complexity make it necessary that the .curriculum should be valid, because no one kind of curriculum can develop all to facilities of an individual. Hence, at every level the curriculum rust have variety, it will, on the one hand, provide an opportunity development of the different faculties of the student, while on the other, it will retain his interest in education.

Principle of Education for leisure: One of the objective ascribed to education is training fr leisure, because it is believed that education is not merely for employment or work. Hence, it is desirable that the curriculum should also include training in those activities which will make the individual’s leisure more pleasurable. A great variety of social, artistic and sporting activities can be included in this kind of training., Besides, student should be encouraged to foster some of the other besides,  so that they can put their leisure to constructive and pleasant use.

Principle of Related to community life: Curriculum can also be based on the principle that school and community life must be intimately related to each there. One cannot forget that the school is only a miniature form of immunity. Hence, the school curriculum should include all those activate which are performed by members of larger community outside the’ boundaries of the school. This will help in evolving social qualities of the individual, in developing the social aspect of his personal band finally, in helping his final adaptation to the social environs & into which he must ultimately go.

Principle of Evolution of democratic values: The construction of a curriculum in a democratic society is conditioned by the need to develop democratic qualities in the individual. The curriculum should be, so dogged that it develops a democratic feeling and creates a positive £h in democratic values. The programs devise in the college qualities the  so  student that he may be able to participate usefully and successfully in democratic life. In all the democratic societies of the wool this is the chief consideration in shaping the curricula for primary, secondary and higher education.

It is evident from the foregoing account of the various liaises of curriculum construction that this should be duly conditioned by careful thinking on all aspects individual and social life variety, play and work, earning of livelihood, leisure, etc.

OBJECTIVES OF CURRICULUM DEVLOPMENT

• -Curriculum should provide the means for the all round develop of a child. Teaching should be organized with the help of curriculum
• . Curriculum must involve the human experiences, culture and, civilization which are to be transferred to new generation.
• . Curriculum should be the means to develop the moral character, discipline honesty, cooperation, friendship, tolerance and sympathy with others.
• . Curriculum should help in developing the ability of thinking, wisdom reasoning, judgment and other mental abilities.
• . It should consider the stages of growth and development of child for development attitude, interest, values and creative ability.
• . It should provide the awareness and understanding of physical and social environment and its components.
• . It should develop the right type of feeling and beliefs towards religions, new values and traditions.
• . It should help to develop democratic feeling ad democratic way of life among students.
• . It should integrate the knowledge of various teaching subjects in view of their future life.
• . It should determine the mode of interaction between teacher and students in school: The mode of teaching is decidedly the nature of curriculum

CURRICULUM DEVELOPMENT-THE HOW ASPECT

Curriculum development means a continuous or: never ending process. Its outcome is known through students’ achievement of learning. Its assessment is made on the basis of change of behavior of the learners

In curriculum development, the main focus of the curriculum is to develop the students.  The curriculum is designed to realize the objective in terms of change of their behavior.

It is cyclic process which includes. 1. Teaching objectives,

2. Methods of teaching,

3. Examination and

4. Feedback.

1. Teaching Objectives: In view of subject content be taught, three types of teaching objectives are identified as cognitive,  affective and psychomotor. These objectives are written in behavioral terms. All learning experiences are organized to achieve these objectives.

2. Method of Teaching: Teaching strategies are the most important ‘aspects of providing learning experiences. The content is the means to select the method of teaching and level of the pupils. ;

3. Process of Evaluation: The evaluation of change of behavior is made to ascertain about the realization of the teacher learning objectives. The level of pupils performance indicates the effectiveness of method of teaching and learning experiences

4. Feed back: The interpretation of performance provides the teacher to improve and modify the form of the curriculum. The curriculum is developed and teaching objectives are also revised. The methodology of teaching is changed in view of the objectives to be achieved.

Bases of Development of Curriculum

The development of curriculum is the commitment for realizing desired objectives of education. The objectives are based on various considerations and factors. The same considerations are equally important in planning or deciding the basic structure of curriculum. The following are the bases of transaction of curriculum:

1. Social philosophy of the society.

2. National needs or State needs.

3. Nature of course of study.

4. Type of examination system.

5. Form of the government.

6. Theory and assumptions of human organization.

7. Growth and development stage of students.

8. Recommendations of national commissions and committee of education.

The above basis of curriculum management and educational objectives are theoretical and practical. The last basis is more practical in transaction of curriculum.

COMPONENTS OF CURRICULUM DEVLOPMENT- THE WHAT ASPECT

There at three components of educational process i.e. teacher, students and curriculum. It ‘has three types of objectives, cognitive, affective and psychomotor. Educational process involves three major activities teaching, training and instruction

According to B.S. Bloom, it is a tri-polar process (1) Educational process, (2) Learning experiences and (3) Change of behavior. It is also a triangular process.

The  teaching process is done through interaction between teacher and students\. The curriculum is the basis for the interaction between teacher, and taught.

.Basic Elements of Curriculum Development

The educational process includes teaching, training and instructional activities. Teaching activities are performed by a Teacher. They are planned or designed by the teacher according to four components-

(l) Teaching-learning objectives

(2) Teaching content or subject-matter

(3) Teaching method and

(4) Evaluation learning outcomes.

In the curriculum development, the level of students, needs of the society and nation, the nature of content and means of voicing learning experiences are considered as important factors, “use are essential in identifying the objectives of teaching-learning. Several types of teaching objectives are attained by the same content.. Teaching is organized from memory to reflective level on the same content of subject-matter.

The specific or behavioral objectives are realized by organizing specific teaching task and activities. Thus curriculum development involves four basic elements.

(1) Objectives

(2) Content

(3) Method or strategies of teaching, and

(4) Evaluation.

These elements are interdependent.

The Objective. The subjects content structure, levels of students, and type of examination components are considered in the identification of objectives of teaching and learning. These objectives are specific. These are written in behavioral terms so as to develop learning structures aid conditions.

Content or Subject-matter. The content of any subject is usually broad. It is analyzed into sub-content and into elements. These elements are arranged in a logical sequence. The behavioral objectives are written with the help of these elements of the content. It is also known as logic of teaching.

Strategy of teaching. Specific objectives of teaching are attained with the help of appropriate teaching strategy. The behavioral objectives provide the awareness and insight about the specific learning conditions the strategy is employed for providing learning experiences and bringing desirable behavioral change.

Evaluation. The level of student’s attainment is evaluated by employ the criteria referenced test. It shows the effectiveness of strategy of teaching and other components. The interpretation of evaluation provide the feedback to the curriculum and its components. These are improved and modified to attain the objectives of teaching and learning. It is the empirical basis for the curriculum development.

CURRICULUM TRANSATION AND CURRICULUM DEVLOPEMENT

The difference between curriculum transaction and curriculum development has been summarized in the following table:

	Curriculum Transaction		Curriculum Development
1.	It is a broad concept and area of curriculum.	1.	It is a specific and narrow concept of curriculum.
2.	Management of curriculum is done at initial stage of introduction of new courses at school stages and higher levels.	2.	Curriculum development is a cyclic process use for improving and modifying the courses at particular state of level.
3.	Management   of   curriculum employs the following steps: (i) Planning, (ii) Organizing, (iii) Administering, (iv) Guiding and, (v) Controlling.	3.	It  is  a  cyclic process  using the following four steps: (i) ‘Objectives, (ii) Instructional. methods, (iii) Evaluation method, (iv) Feedback.
4.	Transaction of curriculum is a much more difficult task because it involves planning and preparing the course of discipline at school and university level		It is used for specific course for specific stage. Relatively it is an easy and simple task.
5.	Curriculum management is one by boards of study and boards of education. In some discipline councils plan and control. At university level there are Boards of studies for different subjects.		Curriculum development is done by board of studies. The new courses and content are also included it revised curriculum. On that basis of try out the new courses.
6.	It   is   based   on   theoretical aspect.		It is a continuous process based on practical aspect of curriculum.

REFERANCES

Barrow, R. (1984) Giving Teaching back to Teachers. A critical introduction to curriculum theory, Brighton: Wheatsheaf Books.

Bobbitt, F. (1928) How to Make a Curriculum, Boston: Houghton MifflinCornbleth, C. (1990) Curriculum in Context, Basingstoke: Falmer Press.

Dewey, J. (1902) The Child and the Curriculum, Chicago: University of Chicago Press.

Dewey, J. (1938) Experience and Education, New York: Macmillan.

Heineman. Tyler, R. W. (1949) Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Kelly, A. V. (1983; 1999) The Curriculum. Theory and practice 4e, London: Paul Chapman.

Stenhouse, L. (1975) An introduction to Curriculum Research and Development, London: Heineman.

Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.

Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press.