Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)Sani Prince
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
Universalization of Secondary Education in Indiarajib saha
The issue of universalization of secondary education in India has been discussed mainly with the details of RMSA or Rasthriya Madhyamik Siksha Abhiyan. it is useful enough for the students of education discipline to know the history and present status of secondary education in India.
Interpretation construction (icon) design modelThiyagu K
One major and popular instructional model based the constructivist approach is Interpretation Construction Model or ICON model which emphasizes on learners’ encounter with authentic issues in pair or groups, on constructing interpretation by the learners in groups, searching for information about the problems in groups and facing different interpretations about the problems in groups. In other words, it is group-based teaching-learning co-operative as well as collaborative approach which, as it is evident, lays emphasis and importance on the inclusive and all round socio-academic growth of the learners and also in way has drawn insights from the concept of Multiple Intelligences as propounded by the eminent cognitive scientist Gardner (1993). ICON Model, as Tsai, Chin-Chung. 2011 and other scholars in educational psychology argue, mainly rests on the principles such as observation in authentic activities (Understanding Zone), contextualizing prior knowledge and interpretation construction (Understanding Zone), cognitive conflict and apprenticeship (Understanding Zone), collaboration (Application Zone), multiple interpretations (Higher Order Thinking Skill zone), and multiple manifestations (Higher Order Thinking Skill zone).
It is an important tool in school evaluation and has great significance in measuring instructional progress and progress of the students in the subject area.
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
which cannot be gainsaid.
Indigenous Peoples Education Curriculum FrameworkRey John Rebucas
The State of Education among IPs , The Role of IP Teachers in Educating IP Learners, Hiring Guidelines & Qualifications of an IP Teacher , Relevant Experiences of an IP Teacher, Guidelines on the Conduct of Activities and Use of MaterialsInvolving Aspects of Indigenous People Culture, Cultural Diversity, BALS, IKSPS, BESRA, EFA & RBA .
Module 1- Curriculum and Inclusive class rooms (విద్యా ప్రణాళిక మరియు సహిత విద్య)
Live presentation given by me (V. Madhavi,SRG, MPUP School, Venkatagiri, Rajamahendravaram rural mandal, East godavari dt, AP) on october 17 th, 2020 in our Diksha ap official youtube channel by AP SCERT.
The learners are offered learning opportunities including set courses, activities, methods of transaction, ideas, for making their own courses, instructions as to how to set up a learning co-operative, self-instructional packages, and available learning resources and opportunities.
The general term Task Analysis can be applied to a variety of techniques for identifying and understanding the structure, the flow, and the attributes of tasks.
Task analysis identifies the actions and cognitive processes required for a user to complete a task or achieve a particular goal.
A detailed task analysis can be conducted to understand the current system and the information flows within it.
These information flows are important for the maintenance of the existing system and must be incorporated or substituted in any new system.
Task analysis makes it possible to design and allocate tasks appropriately within the new system.
The functions to be included within the system and the user interface can then be accurately specified.
A good measuring tools is one which can secure valid evidence of desired change of behaviour .
It is not synonymous with paper or pencil tests.
It evaluates one specific performance by rating behaviour as it progresses and to sum up many casual observations over a period of time.
Discussion involves two-way communication between participants.
In the classroom situation a teacher and students all participate in discussion.
During discussion, the teacher spends some time listening while the students spend sometimes talking.
The discussion is, therefore, a more active learning experience for the students than the lecture.
Focus Group Discussions (FGDs) are defined as semi structured group discussions, used to obtain in-depth information (qualitative data - insight) from a group of people about a particular topic.
The focus group discussion yields information about people’s opinions, beliefs, attitudes, and perceptions towards a product, service, concept, advertisement, idea, or packaging.
Ethnography is a Social science research method. It is the primary data collection method. It is mainly combined with social background. A qualitative approach that studies the cultural patterns and perspectives of participants in their natural setting.
Ethnography came from Greek, it identifies its roots in sociology and anthropology.
*Ethnos = People
*Graphing = Writing
“Ethnography literally means ‘a portrait of a people’. Ethnography is a written description of a particular culture, the custom, belief and behaviour based on information collected through field work.” (Harris and Johnson 2000).
The portfolio is a collection of documents a person, group, institution, organization, corporation, or the like which aims to document the development of a process to achieve the goals set
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How libraries can support authors with open access requirements for UKRI fund...
Determinants of curriculum
1. Determinants of curriculum
Compiled by,
Rupa Gupta
Assistant Professor
Regional Institute of Education (NCERT), Bhubaneswar
Compiled by, Rupa Gupta (Asst. Prof.), Regional
Institute of Education (NCERT), Bhubaneswar 1
2. MEANING
1) Etymological: ‘currer’ which means to run.
2) General: The ground which the pupils and the
teacher cover to reach the goal of education.
3) Traditional: Mastery over certain types of
knowledge and skills.
4) Modern: It is a process intended to help pupil to
live in present world & to build the future world
in which his generation would live.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
2
3. DEFINITION
Mudalior commission –
“Curriculum includes all the learner’s
experiences in or outside that are included in a
program which has been devised to help him
develop physically, emotionally, socially,
spiritually and morally.”
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
3
4. CURRICULUM DEVELOPMENT
• The processes of assessing needs, formulating
objectives, and developing instructional opportunities
and evaluation.
• The process of creating planned curriculum, pedagogy,
instruction, and presentation modes.
• The processes of assessing needs, formulating
objectives, and developing instructional opportunities
and evaluation.
• The process of creating planned curriculum, pedagogy,
instruction, and presentation modes.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
4
5. DETERMINANTS OF
CURRICULUM
i. Ideologies and educational vision.
ii. Socio-political, geographical-economic
conditions.
iii. National & International Context-multi-
cultural, multi-lingual aspect.
(Philosophy, Psychology, Science, Economics,
Sociology, Politics)
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
5
6. Curriculum determinants includes all those factors that
influence in some way or other the process of
curriculum making as well as the implementation of
curriculum.
The influencing factors could have its origin in:
Philosophy
Psychology
Science
Economics
Sociology
Politics
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
6
7. 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.
• 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.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
7
8. John Dewey viewed philosophy as the all-encompassing aspect of
the educational process - as necessary for forming fundamental
dispositions, intellectual and emotional, toward nature and fellow
man.
The philosophical foundations of the education
i. Idealism
ii. Naturalism
iii. Pragmatism
iv. Realism
v. Existentialism
vi. Essentialism
vii. Progressivism
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
8
9. I. Idealism
Idealistic curriculum reflects the cultural heritage
and civilization of the whole human race.
Plato advocates three types of activities i.e. intellectual,
aesthetic and moral for the attainment of ideals of life
i.e. truth, beauty and goodness.
He stresses language, literature, history, geography,
maths, science for intellectual activity.
He emphasizes arts and poetry for aesthetic activity.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
9
10. II. Naturalism
Naturalists emphasises the child centred
methods of teaching.
They recommend proper motivation and
effective use or illustrative aids to capture and
maintain the child’s interest in the lesson.
They advocate perfect freedom for the child.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
10
11. III. Pragmatism
Pragmatic curriculum reflects practical utilitarian
subjects.
The curriculum designed based on the principle of utility,
integration and child’s personal needs, interests and
experience.
Curriculum must not exist apart from the social context.
The pragmatism places heavy emphasis on broad-field
curriculum, diversified curriculum, experience-centred
curriculum, problem-based curriculum.
In brief, the pragmatic curriculum is built on people’s
experiences and needs
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
11
12. IV. Realism
According to realism, observable fact is the truth.
Hence field trips, laboratories, audio-visual
materials and nature are ingredients of
methodology.
Realistic curriculum placed heavy emphasis on
knowledge-based, subject-centred curriculum
with humanistic and scientific subjects
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
12
13. V. Existentialism
Existentialist placed heavy emphasis on
completely individualized curriculum,
consisting of human conditions, choices and
life-situation.
Existentialists emphasize the subjective
knowledge of humanistic subjects rather than
the objective knowledge of scientific subjects.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
13
14. VI. Essentialism
Essentialism emphasizes academic subject-
centred curriculum consisting of essential
skills (three R’s.) and essential subjects
(English, science, history, math).
Essentialism advocates fundamentals or
mastery of essential skills and facts that form
the basis of the subject matter.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
14
15. VII. Progressivism
In progressivism, the focus of curriculum is
based on students interests, involves the
application of human problems and affairs;
interdisciplinary subject matter; activities and
projects.
Progressivism placed heavy emphasis on
activity-based curriculum, relevant curriculum
and humanistic curriculum.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
15
16. 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.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
16
17. So, curriculum makers should see if the curriculum they plan on a
psychological basis by asking the following questions and
conforming that the answers are positive;
o Is the curriculum designed keeping is view the needs and interest of
the learners?
o Is it graded and sequenced according to the age and particular stage
of the development of the learners?
o Is it flexible enough to make allowances for the individual
differences among learners?
o Does it foster a sense of innovation and independent thinking in
individuals besides the acceptances of group norms?
o Does it develop a realistic confidence besides tolerance to other’s
views in the area of the learning?
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
17
18. Scientific :
To achieve complete development of an
individual & to prepare for complete living i.e.
human activities in 5 categories:
1. self preservation
2. self protection
3. promote human protection
4. social & political protection
5. proper utilization of leisure time.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
18
19. Geographical aspect of curriculum
Geographical aspect of curriculum must addresses both
national and international.
But, generally geographical aspect of curriculum is
confined within national or local contexts, while many
geography curricula promote relatively narrow national
agendas.
Proof of this can be seen in most of the introductory
textbooks of that we use.
So, the geographical curriculum should be designed in a
way that it promote, education as an effective media to
reflect the geographical needs of the community i.e.
Dynamic, flexible and progressive.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
19
20. Economics
Enables the youngsters to participate efficiently in their
economic life.
Inculcates in them respect for different vocations and
professions and creates the dignity of labour.
Develops desirable economic attitudes
Aids them in promoting the economic progress.
To develop each individual to the optimum possible
progress level.
Aims at educating for the vacation and vocation.
It is functional and economically utilitarian.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
20
21. Sociological determinants of curriculum
Cortes defines this societal curriculum as the
massive, ongoing, informal curriculum of
– family,
– neighbourhoods,
– Peer groups,
– occupations,
– organizations,
– mass-media & other socializing forces
that "educate" all of us throughout our lives.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
21
22. i. Changing values of the
people.
ii. Demands of modern society.
iii. Good family, ways of life.
iv. Democratic temper of the
society.
v. Faith beliefs and the attitudes
of the people.
vi. Core values and needs of
Indian societies.
vii. Media explosion
viii. Regional and national
imbalances
ix. Economic efficiency
x. Education for fellowship and
leadership
xi. Creative and purposeful
activities
xii. Cultural, political factors
xiii. Knowledge attitudes and
beliefs.
xiv. Cooperation
Following are the sociological determinants of curriculum :
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
22
23. According to educational sociologist
curriculum must include subjects like :
– Health and physical education
– Social studies
– Languages
– Mathematics
– Music & Art
– Applied arts
– General science
– Vocational subjects.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
23
24. Political :
To develop democratic values of:
social justice
Equity
Socialism
rights & duties.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
24
25. The value building national goals to
be considered in preparing the
National Core Curriculum are as
follows:
Growth as human being and
membership in society
Requisite knowledge and skills
Promotion of knowledge
ability, equality and lifelong learning.
Internationalisation of the
curriculum is the process of
designing a curriculum that meets
the needs of an international student
body .
Ultimately, the process is about 'fair
play'.
The ideal international curriculum
provides equably for the learning
ambitions of all students,
irrespective of their national, ethnic,
cultural, social class - caste or
gender identities.
National and International Context
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
25
26. Multicultural Curriculum
A Multicultural curriculum is the integration of ideals into a
schools courses of study that nurture the practice that hopes
to transform the ways in which students are instructed by
giving equal attention to the contributions of all the groups
in a society.
It must be well-conceived, sensitive, thorough, and include
the histories, experiences, traditions, and cultures of
students in the classroom.
A multicultural curriculum recognizes language diversity
and promotes the attitude that all languages and dialects are
valid communicating systems for some groups.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
26
27. Goals of a Multicultural Curriculum
To help students from diverse cultures learn how to transcend their cultural
borders and engage in dialogue and action essential for a balanced
democratic political system and way of life.
To prepare students for global citizenship.
To help students understand and appreciate cultural differences and
similarities and to recognize the accomplishments of diverse ethnic, racial,
and socioeconomic groups.
To help students understand the significant historical experiences and basic
cultural patterns of ethnic groups, the critical contemporary issues and
social problems confronting each of them, and the dynamic diversity of the
experiences, cultures, and individuals within each ethnic group.
To help individuals function easily and effectively with members of their
own and other racial, ethnic, and cultural groups by providing opportunities
for students to explore lines of cross-cultural communication and to
experiment with cross-ethnic and cross-cultural functioning.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
27
28. Multilingualism Curriculum
The Multilingualism Curriculum seeks to realize an
inclusive approach to language education.
Its aim is to help students navigate their way through a
world of linguistic diversity, to enable them to become
autonomous and goal-focused learners who can acquire new
language qualifications and develop the skills necessary to
cope with multilingual situations and settings.
The curriculum also supports the development of individual
language profiles by encouraging learners to draw on
existing linguistic resources, to identify links and
connections between their various languages and embed this
knowledge into more general linguistic insights.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
28
29. The goal is to go beyond the provisions of
individual language curricula and arrive at;
more comprehensive and differentiated view of the
linguistic reality of contemporary society
the integration of language learning in personal
development
a more general validity of acquired knowledge and
skills
more cooperation between the different subject areas.
Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
29
30. Conclusion
• Curriculum is organised and designed to achieve
the social purpose of education.
• It is an effective instrument of social control.
• Education is not to be confined to the study of a
few subjects alone but is to present any
epitomised study of the diversified social life.
• ‘ Lead to the development of genuine “ we
feeling” i.e. of a group having a spirit of social
interaction.’ Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
30
31. Compiled by, Rupa Gupta (Asst. Prof.),
Regional Institute of Education (NCERT),
Bhubaneswar
31