The document discusses curriculum design, development, implementation and evaluation. It begins by defining key terms like curriculum and describing different models of curriculum design including subject-centered, learner-centered and problem-centered designs. It then examines different educational philosophies that underpin curriculum development like perennialism, essentialism, progressivism and reconstructionism. The document also outlines the major components of curriculum, the different phases of curriculum development including design, development, implementation and evaluation, and factors that influence effective implementation.

1. Curriculum design, development,
implementation and evaluation
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2. Learning objectives
At the end of the session the learner will be able to:
 Define curriculum
 Describe philosophy underpin the development of curriculum
 Explain the models of curriculum
 Describe the importance of Curriculum
 Identify the components of Curriculum
 Define Curriculum development
 Describe curriculum design
 Explain the steps of curriculum development
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Firaol R. (BSc,MSc)

3. Concepts of the Curriculum
• The word curriculum is derived from the Latin “currere” meaning „to
run the course‟.
• Functions of a curriculum is to provide a template or design which
enables learning to take place.
• Curriculum is a document or plan in a school or school system that
 Defines the work of teachers, at least to the extent of identifying
the content to be taught student
 The method to be used in the process.
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Firaol R. (BSc,MSc)

4. How do we define curriculum?
• Curriculum is;
Content (what is to be taught)
A sequence of courses
A set of performance objectives
All planned learning for which the school is responsible.
All the experiences learners have under the guidance of the
school.
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Firaol R. (BSc,MSc)

5. Definitions …
• Ralph Tyler: (1902-1994) “believes that curriculum is a science
and an extension of schools‟ philosophy based on students‟
needs and interests.”
• Curriculum as a discipline is a subject of study, and on the
graduate level of higher education a major field of study.
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Firaol R. (BSc,MSc)

6. Foundation of Curriculum
Philosophy
Psychology
Sociology
History
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Firaol R. (BSc,MSc)

7. Philosophy as foundation of curriculum
• Philosophy –the use of reason in understanding things
as the nature of reality or existence.
• Philosophy is at the heart of curriculum development.
• It helps educators in formulating beliefs, arguments, and
assumptions and in making value judgments.
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Firaol R. (BSc,MSc)

8. Philosophy as foundation of curriculum
 Philosophy provides educators and curriculum
makers with framework for planning, implementing
and evaluating curriculum in schools.
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Firaol R. (BSc,MSc)

9. Philosophy as foundation of curriculum
• It helps in answering,
• What schools are for
• What subjects are important
• How students should learn
• What materials and methods should be used.
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Firaol R. (BSc,MSc)

10. Education philosophy and the curriculum…
• Choices and decisions about curriculum are not random
choices, but are based on thorough understanding of the
educational ideologies on which they are based.
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Firaol R. (BSc,MSc)

11. Education philosophy and the curriculum…
• Broad streams of educational philosophy underpin
curricula choices and decisions are; perennialism,
essentialism,progressivism, and reconstructionism
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Firaol R. (BSc,MSc)

12. Educational Philosophies…
• Traditional educational philosophies include
perennialism and essentialism; while modern
educational philosophies include progressivism and
reconstructionism.
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Firaol R. (BSc,MSc)

13. Perennialism
• The goal of perennialist educator is to teach student to
think rationally and to develop mind that can think
critically.
• The philosophy presupposes that there are permanent
studies and knowledge that is available, particularly from
the great books, which should be taught to all students.
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Firaol R. (BSc,MSc)

14. Perennialism…
• The stress is on the significance of reason and
intellectual development.
• According to this philosophy, Skills are developed in
sequential manner.
• The teachers are the main actor on the stage
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Firaol R. (BSc,MSc)

15. Perennialism…
• The perennialist curriculum is universal and is based on
their view that all human beings possess the same
essential nature.
• Curriculum is expected to contain “important” subjects
taught in their customary separate form, e.g., history as
history, geography as geography, and civics as civics, rather
than combining them and naming them “Social Studies” 15
Firaol R. (BSc,MSc)

16. Essentialism
• It is the educational philosophy of teaching basic skills
• Essentialism focuses on traditional subjects, reading,
writing, and arithmetic (3Rs)
• This philosophy aims to instill students with the
“essentials” of academic knowledge and character
development
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Firaol R. (BSc,MSc)

17. Essentialism…
• As with perennials, the curriculum is subject-centered
and emphasized separate organized disciplines as
opposed to integrated subjects.
• The teacher in this case is considered an authority in
his/her subject field.
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Firaol R. (BSc,MSc)

18. Essentialism …(The curriculum)
• According to this view, a curriculum cannot be based on
learners‟ needs and wants, but rather on what those in
authority know is essential for the learners to know.
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Firaol R. (BSc,MSc)

19. Essentialism … (Nature of the learner)
 From the essentialist perspective, the learner is seen as a
passive recipient of information transmitted by
disciplinary experts.
 The learner's role is not to reason why, but to do as told.
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20. Essentialism … (Nature and role of the teacher)
 The teacher knows best.
 The teacher is an expert with a wealth of information
which he/she must transmit to the learner.
 It is therefore his/her duty to ensure that all that is
essential to learn is taught
 The teacher is charged with the responsibility to identify,
select and organize that which is to be learned, and to
decide how and when it is to be learned.
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21. Essentialism … (Teaching &learning process)
 For the essentialists, learning is no more than
acquisition of knowledge and skills.
 According to this perspective this acquisition is best
achieved through a teaching/learning process that places
emphasis on lectures, recitation and demonstration,
provided and led by an expert in the discipline.
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22. Essentialism…
• Students continues with some daily schedule for
semester or year. When their assessment shows
sufficient competence, they are promoted to the next
level to learn the next level.
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Firaol R. (BSc,MSc)

23. Progressivism
• Progressivists believe that individuality, Progress and
changes are the fundamentals to ones education.
• It believe that, people learn from what they consider
most relevant to lives
• Progressivists centers their curricula on the need,
experience, interest and abilities of the students
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Firaol R. (BSc,MSc)

24. Progressivism…
• They believe education should focus on the whole
students rather than the content or the teacher.
• They emphasis on the group activity and group problem
solving, so students learn through cooperative learning
strategy
• It is anti authoritarian and experimental
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Firaol R. (BSc,MSc)

25. Progressivism…
• This educational philosophy stress that students should
test ideas by active experimentation.
• Learning is rooted in the question of learner that arise
through experiencing the world.
• Experience remain the core concept of this
philosophy.
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Firaol R. (BSc,MSc)

26. Reconstructionism
• Social reconstructionist is the philosophy that emphasize
the addressing of social questions and create better
society and world wide democracy
• This philosophy focuses on the curriculum that highlight
social reform as the aim of education.
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27. Reconstructionism…
• The reconstructionist believe that resources are
available to solve the problems and the education
profession could be the catalyst to prepare and
organize future generations to make this possible.
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28. Reconstructionism…
• Reconstructionist use multiple teaching materials, and they
consider the inclusion of subject matter that would be
useful to serve the central cause of the issue of concern.
• Planning of curriculum often involves various
stakeholders including learners, parents, and community
leaders.
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29. Reading assignment
 How psychology and sociology can serve as a
foundation of curriculum ?
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30. Models of Curriculum design
• A curriculum model is the guideline used when
creating subject and instruction guides
• There are three models of curriculum design:
• Subject-centered, learner-centered, and problem-
centered design
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31. Subject-Centered Design
• A subject-centered curriculum design emphasizes a
certain subject or field, like biology, literature, or
mathematics.
• This approach to curriculum design frequently puts
the subject rather than the student at the forefront
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Firaol R. (BSc,MSc)

32. Learner-Centered Curriculum Design
• Learner-centered curriculum design, on the other hand, takes into
account the needs, interests, and goals of each individual.
• It recognizes that every learner is unique and adapts to their
needs.
• The goal of learner-centered curriculum design is to give students
control over their education and provide them the freedom to
make decisions about it.
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Firaol R. (BSc,MSc)

33. Learner-Centered Curriculum Design…
• A learner-centered curriculum has varied lesson plans
that allow students to select their own tasks, lessons, and
activities.
• Students may be inspired and encouraged to remain
interested in the lessons they are learning as a result.
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Firaol R. (BSc,MSc)

34. Learner-Centered Curriculum Design…
• It is the teacher's responsibility to develop
differentiated education that meets the needs of each
student's learning and/or identify materials that
support that training.
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Firaol R. (BSc,MSc)

35. Learner-Centered Curriculum Design…
• In order to create a curriculum that is learner-centered,
teachers must strike a difficult balance between the
needs and interests of the students and the standards
that must be met.
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Firaol R. (BSc,MSc)

36. Problem-Centered Curriculum Design
• Problem-centered curriculum design is a type of student-
centered design.
• The main goal of a problem-centered curriculum is to
educate students on how to analyze a situation and
find a solution.
• As a result, students are exposed to real-world problems,
which aids in the development of transferable abilities
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Firaol R. (BSc,MSc)

37. Problem-Centered Curriculum Design…
• The relevance of the curriculum is increased through
problem-centered curriculum design, which also
encourages innovation and creativity in the students
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Firaol R. (BSc,MSc)

38. History of curriculum
• The three focus points for Curriculum decisions
1. The Nature of Subject Matter
 Content of the curriculum, and what subject matter to
include in the curriculum.
 The subject matter should be based on the events that
actually happened in the past
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Firaol R. (BSc,MSc)

39. History of curriculum
2. The Nature of the Society
 If the curriculum is to have utilitarian values, then it
must lead the student not only to knowledge of the
external world for its own sake, but also to knowledge
that can be applied in the world.
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Firaol R. (BSc,MSc)

40. History . . .
3. The Nature of the Individuals
 The curriculum is a set of suggestions to the teacher about
how to take advantage of the present opportunities
worthwhile, growth for each student in the long run.
 These three focal points help to decide on content and
making other curriculum decisions.
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Firaol R. (BSc,MSc)

41. Characteristics of Curriculum
1. Flexibility
2. Integrated & continuous
3. Religious and moral values consisted curriculum
4. Considering individual conflicts in curriculum
5. Life centered curriculum
6. Scope and sequence
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Firaol R. (BSc,MSc)

42. Fundamental questions of curriculum
1. What to teach? –content, courses to be taught
2. How to teach –methods to be used in teaching and learning
process
3. When to teach –readiness of the learners in terms of age, grade
to take the courses
4. Where to teach –educational institution and its teaching learning
environment
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Firaol R. (BSc,MSc)

43. Importance of a curriculum
• Define the learning that is expected to take place during a
course
• Offers ideas and strategies for assessing students‟ progress
(To the teachers).
• Allows to provide a dynamic educational program for current and
prospective students(to administrators).
• A curriculum prepares an individual with the knowledge to be
successful, confident and responsible citizens.
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Firaol R. (BSc,MSc)

44. Importance of a curriculum
• To the students – gives understanding of what must
be accomplished in order to obtain a degree.
• Assures they are taking the proper course.
• Overall significance – understand and meet the
challenges of the society.
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Firaol R. (BSc,MSc)

45. Major components of a curriculum
• List of courses/course syllabus
• Total credit hours/ECTS
• Duration of study
• Admission criteria
• Goals
• Mission
• Vision
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Firaol R. (BSc,MSc)

46. Major components of a curriculum…
• Graduate profiles
• Name of the award
• Graduate requirement
• Quality assurance
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Firaol R. (BSc,MSc)

47. Curriculum development
 The process of selecting, organizing, executing and
evaluating learning experiences on the basis of the needs,
abilities and interests of learners and the nature of the
society and the community.
• It is a cooperative venture among teachers, supervisors,
curriculum experts, learners and parents.
• It is a continuous process since we never exhaust the
possibilities of improving the teaching learning situation.
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Firaol R. (BSc,MSc)

48. Factors to be considered during curriculum
development
1.The nature of the society
 Cultural heritage
 The demands,economic, social, political,moral aspect of
the people
2. Needs, previous experiences and problems of the learners.
3.The educational and psychological principles based on the
scientific study findings and experimentation.
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Firaol R. (BSc,MSc)

49. FOUR PHASES OF CURRICULUM PROCESS
Design Phase
Development
Phase
Implementation
Phase
Evaluation
Phase
FEEDBACK LOOPS
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Firaol R. (BSc,MSc)

50. Curriculum Design Phase
 Is a deliberate process of devising, planning and selecting
the elements, techniques and procedures that constitute
the planning process.
 The main objective of this phase is to determine the
general and specific objectives .
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Firaol R. (BSc,MSc)

51. Design Phase
• What abilities the students possess on entry into the
course?
• What abilities they will acquire on leaving the course?
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Firaol R. (BSc,MSc)

52. Curriculum Development Phase
 Development of the instructional resources necessary for
achieving the objectives.
 The curriculum development process can be categorized into five
basic steps:
1) Needs assessment
2)The planning session
3) Content development
4) Pilot delivery and revision
5)The completed curriculum package.
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53. 1. Sequencing the various subjects / courses
2. Selecting the content in each subject
3. Sequencing the units and topics
4. Selecting instructional methods, instructional materials and
media
5. Preparation of plans for instruction
6. Development of tests and other materials needed for
evaluation of students performance
7. Orienting the teachers to the new curriculum.
TasksTo Be Undertaken
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Firaol R. (BSc,MSc)

54. Curriculum Implementation Phase
• Putting into practice the officially prescribed courses
of study, syllabuses and subjects.
• The learner is the central figure in the curriculum
implementation process.
• Preparation for and monitoring of the actual
implementation of the curriculum
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55. 1. Preparation of implementation plans.
2. Organizing in-service staff development programmes.
3. Effecting organizational changes like work distribution, role
clarification, provision of support services and streamlining
procedures and communication channels.
4. Actual implementation of the curriculum in the identified
institutions.
5. Monitoring the implementation processes and evaluation of
students performance.
6. Collection of feedback.
TasksTo Be Undertaken
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Firaol R. (BSc,MSc)

56. Factors Influencing the effectiveness of
curriculum implementation
1. Factors related to the student:
 Aptitude/ability for the subject
 Proficiency in the language which is used as the medium of
instruction
 Motivation
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Firaol R. (BSc,MSc)

57. Factors Influencing the effectiveness of curriculum
implementation
Factors related to the teacher:
 Teacher preparedness
 Teacher‟s resourcefulness
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58. 3. Factors related to the instructional environment
 Appropriateness of curricular objectives
 Adequacy of instructional time
 Instructional resources
 Instructional methods and procedures
 Evaluation procedures used
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Firaol R. (BSc,MSc)

59. Curriculum evaluation phase
• The process of describing and judging an educational program
or subject.
• The process of comparing a student‟s performance with
behaviorally stated objectives.
• The collection and provision of evidence, on the basis of which
decisions can be taken about the feasibility, effectiveness and
educational value of curricula .
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Firaol R. (BSc,MSc)

60. Importance of evaluating a curriculum
1. To remove the non-useful materials from the curriculum
2. To improve the effectiveness of the curriculum
3. To improve the efficiency of curriculum implementation
process
4. To review the entry behavior requirements for
admission into the course
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61. The EntityTo Be Evaluated
1. Whole curriculum of the programme
2. Curriculum of a single course
3. Specific components like the objectives, course content,
teachers‟ guide, textbook, audio-visual aids, teaching methods
and evaluation procedures.
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62. Criteria ForThe Evaluation
1. Outcomes
- Outcomes should cover both short range and long-range
ones.
2. Processes
(i) Student participation in certain activities
(ii) Interest in the program and
(iii) The desired pattern of communication between students and
teachers
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63. CRITERIA FOR THE EVALUATION
3. Fit to standards
a) Communication principles:
Clarity of presentation, proper significance, vocabulary
control, multisensory cues, etc.
b) Curricular principles:
Correspondence between objectives and planned
activities.
c) Pedagogical principles:
Appropriate provision of feedback, reinforcement,
sufficient amount of repetition etc.
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64. Slide # 64
1. Formative evaluation
2. Summative evaluation
Tasks to be undertaken
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65. • Carried out during the process of curriculum
development.
• Results provide information to curriculum developers
and enable them to correct flaws detected in the
curriculum.
•The evaluation results may contribute to the
formation of the curriculum
1. Formative evaluation
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66. • This is carried out after offering the curriculum once or
twice.
• Such an evaluation will summarize the merits/weaknesses of
the
programme
• It helps in the specification of the optimal or minimal
conditions for usage.
• Such results may serve the clients / customers in deciding
whether they should use the programme at all, or under
what conditions they should use it.
2. Summative evaluation
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67. • A curriculum that operates satisfactorily over a
certain period of time may gradually become obsolete
or deteriorate over time.
•To prevent this from occurring permanent follow-up
and quality control of the programme should be
maintained.
Curriculum improvement/Change
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68. Types of curriculum change
• Substitution: One element may be substituted for another
already present.
• Alteration: This occurs when a change is introduced into
existing material in the hope that it will appear minor and thus
be readily adopted.
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69. Types of curriculum change
• Perturbations: these are changes that are disruptive
but teachers adjust to them within a fairly short time.
• Restructuring: these are changes that lead to a
modification of the whole school system.
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70. Factors that affect curriculum change
• The public‟s value
• Technological advances
• Government concern
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71. Threats In curriculum change
• Fear of unknown result
• Resource
• Lack of expertise
• Lack of understanding
• Lack of ownership
• Lack of time to engage in the activity
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Firaol R. (BSc,MSc)