GEM 6101: Curriculam Development - An Education System - Arts And Humanities Assessment Answer

Subject Code: GEM 6101

Arts And Humanities Assessment Answer

Assignment Task: Discuss the various stages of curriculum development Introduction:  Curriculum Development Process This is the process of choosing and refining the contents of an education system which may, later on, be implemented in schools. It is in nature an improvement or modification or change on the existing, educational programme. Curriculum improvement or curriculum development cannot be made in a neat series of steps; it involves a lot of work. There are several component processes that should be considered in the curriculum development process. Let us consider them one by one: Situational Analysis This is a type of information gathering which reveals both the need and feasibility of the curriculum development intended. The main issues of concern here are; What information? From whom? Who should gather it? From whom should it be gathered? Who should collect it? What information should be used for? Much information related to the curriculum development is gathered from curriculum experts, educators, government, non-organizations employers, industrialists, Agricultural sector etc. The reasons are that much information is revealed concerning needs, problems and interests of learners and society. From information gathered, curriculum workers (eg. in KICD) will come to know whether or not there is a need to improve the existing curriculum. The information gathered will reveal the feasibility of improvement, the information may reveal current social economic and political philosophies of the society. Also vital to know is the employment chances and the aspirations of parents. Formulation of Objectives They are justifications for the need of providing education or various aspects of the school curriculum and indeed slogan support for education. They help to guide the educational process. For example, we cannot decide appropriately what to teach or how to teach it until we know why we are doing it. Objectives attempt to improve the practice of education by first obtaining clarity above educational ends. Objectives are a test to be applied to the educative process. They provide a precise basis for evaluation, determining the extent to which the educational or instructional programmes is useful. Criteria for selection of Curriculum Content Validity: They (Content or experiences) must be authentic or consistent with development in the subject or knowledge area. All the materials must be up to date. Therefore teachers must be given constantly in-service courses and self-education in order to keep abreast in their disciplines. Learnability: The learning experience must be adjusted to the abilities of the learners. It must be appropriate for learners. The knowledge of the students is important to ensure that their background, present attainment, mental age and set up makes it possible for learners to behave as implied in the objectives. Significance: Learning experience or learning activities must be meaningful. They should be emphasized that any content, learning activities of learning resources are meaningful only when they contribute to the process or learning.  Significance refers to the essentials of content to be learned. It requires that the content be learned to subscribe to the basic ideas, concepts principles and generalizations. Significance is related to the issue of breadth and depth (Scope) of curriculum content. Significance also pertains to how the content or experience contributes to the development of particular learning abilities, skills and attitudes formation. Taba (1962) argued that one should not just select content based on the cognitive aspect of learners but also on the effective dimensions of the learner. The importance of content also concerns the issue of durability. Significant content will last over a period of time before becoming obsolete. Content relevant to current times, but unlikely to be interested in five or 50 years is said to be of limited durability, significance loses the meaning if there is too much emphasis on courage of content because learners are likely to make little sense out of the bulky contents and many learning activities. Balance: A balanced curriculum implies structure, its scope and sequence leading to the achievement of educational objectives (ends). There is the balance sought in the curriculum provided by the school i.e. the subjects to be taught or offered as required in the programs of study to be recommended, time allotments for various subjects and activities, the use of books and other educational materials, the respective amounts of general and specialized education to be provided. The dimension of balance is the part of the curriculum actually selected by and/or experienced by each individual child. Ideally, balance is attained in the individual’s own. Curriculum as he or she develops an optimal level for competence in each of the areas where provision is made in the curriculum. Integration: Bloom (1958)  defines as integrative thread as” an idea, problem, method or device by which two or more separate learning experience are related” it is evident that the concept of integration is used by persons engaged in designing curriculum according to the broad field and correlated designs. The concept is closely related to articulation, but the frequency in integrating content; the content areas lose their separate identifies e.g. teaching Geography, History and Civics in Kenya. Those confronted with designing curricula hopefully realize that learning is more effective when content from one field is related meaningfully to content in another field. Integration, sometimes seen as emphasizing horizontal relationships among various curricular areas, attempts to interrelate content themes, ideas, and facts in order to ensure students perceiving a unity of knowledge. Thus what is learned in language study may be related to study with a social studies units on communication in modern times, What is learned in science be further interpreted within the realm of mathematics (Taba, 1962). Continuity - refers to the continuousness with which individuals will experience content at various levels with an educational system. However, community and sequence are considered in Tandem (One behind the other) It can also be considered as a horizontal concept if one thinks of the continuousness of particular topics or experiences at any particular time, For instance during a certain day or days. Curricularists often extend theme vertically throughout an entire curriculum. The spiral curriculum organization exemplifies continuity in that the key concepts are experienced successively by students throughout the curriculum, for example, “persons, basic needs” can be a theme that might extend through 13 years of a school curriculum. Continuity deals with the continued presence of curriculum elements (Content topics or concepts or issues) and relates very closely with the concept of articulation. Purposes of Evaluation are: To know the state of the project. To take corrective measures if necessary or to continue with the project as it is if there is nothing requiring adjustment. To find out how the project has worked if it has already come to an end. Evaluating curriculum development is a must if the project is to achieve its objectives. There are some things requiring modifications in a project and it would not be possible to know them unless an evaluation programme is built into the project. Formative evaluation is important in the project. It is always important to know how the project has been when it is completed so that if nothing else, the knowledge can be used when planning the executing of another project. It is therefore mandatory to carry out a summative evaluation in order to know the situation of the project. Summative evolution is performed at the end of the project implementation. The scope of evaluation will be determined by the resources available both human and materials for the purpose. Scriven (1967) coined two times accented concepts used to describe curriculum evaluation Namely: formative and summative evaluation in order to avoid confusion which might arise in understanding the process of curriculum evaluation. Maintenance Curriculum maintenance refers to activities and procedures that allow the operation of the programme to continue. It involves several tactics whose prime purpose is to monitor all curriculum elements and the roles of persons supporting this element, as it is people oriented. This stage attends to actions and reactions of students, teachers, parents, administrators and others in response to the on-going programmes. In Maintaining the programme, the curriculum leaders strive to stabilize it and keep operational the content; experiences and environments. The maintenance requires a steady flow of accurate data or information in order to assess continual programme performance. It means managing the curriculum and support systems. The major curriculum elements to monitor include; objectives, content, environments, educational personnel, school organization, students, school community parents and the programmers’ budget in order to ensure that they relate positively all through the curriculum process to ensure positive results. The following principles are basic to the guidance of curriculum maintenance. Monitors must understand the total curriculum process that occurred and the place of maintenance in the whole process. A firm co-operation network must be established between all the staff concerned with the curriculum. The communication network needs to identify data from students’ and teachers’ behaviour and performance to be communicated to those administering and implementing the programme. There should be an established communication network to allow for the quick detection of programme deficiencies and rapid relay of such information to the relevant people. The monitoring process itself needs to be re-examined from time to time for relevance and effectiveness and eventually make the necessary re-adjustments. The procedures used in monitoring must be in line with the overall educational or school philosophy, initially determined during curriculum conceptualization.

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