The Role of Politics in Curriculum Decision Making
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This document discusses the role of politics in curriculum decision making. It defines key terms like curriculum, the phases of curriculum development, and gives examples from Trinidad and Tobago of how politics influences curriculum changes. Research and interviews showed that the current curriculum is too heavily influenced by changing governments and needs more balance, cultural content, and input from stakeholders. Recommendations include revising the curriculum to be more student-centered and involving government and stakeholders more in the entire curriculum process.
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This document discusses problems and issues in curriculum development. It notes that both problems and issues cause debate and conflict, with problems typically having clear solutions and issues dividing people. Developing an effective curriculum involves hard work and consideration of philosophical, psychological, social, and economic factors. Curriculum planning is further complicated in dynamic societies by disagreements over goals and approaches. Societal changes and ideological dilemmas also indirectly impact the curriculum development process. The document then outlines specific factors that affect curriculum development in Pakistan, including a lack of coordination, economic challenges, political interference, inadequate evaluation, societal disapproval, an overly urbanized focus, shortages of teaching materials and training, and teacher reluctance to change.
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The Taba Model was developed by Hilda Taba (1902 - 1967), an architect, a curriculum theorist, a curriculum reformer, and a teacher educator.Taba believed that there has to be a definite order in creating a curriculum.
She advocated that teachers take an inductive approach to curriculum development which meant starting with the specifics and building toward a general design, rather than the traditional deductive approach (starts with the general design and work towards the specifics) which was rooted in Tyler's model. Hilda Taba followed the grass-roots approach in developing curriculum
For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
This solution provides information about Hilda Taba and her suggested approach to curriculum development. It also includes information about five of Taba's main elements required when developing a curriculum. The solution is referenced.
Diagnosis of needs
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- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
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For her, it should be the teachers who should design the curriculum rather than the higher authorities (Oliva, 1992). More specifically stated, the Taba approach believes in allowing the curriculum to be developed and/or authored by the users (teachers). Under the Taba Model teachers are expected to begin each curriculum by creating specific teaching-learning units and building to a general design.
According to Khwaja, Akhtar, & Mirza (n.d.), "the Taba model was an attempt to ensure that decisions about curriculum are made on the basis of valid criteria and not whim or fancy." Her model of developing a curriculum consisted of seven main steps and over the years, these seven steps have formed the basis for Hilda Taba's ...
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Diagnosis of needs
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- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
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- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
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- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
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Models of curriculum dvelopment
The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
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TSL3143 Topic 2a Models of Curriculum Design
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
various issues in the process of curriculum development and change
The document discusses curriculum change and various factors involved in the process. It defines key terms like issue, problem, and change. It describes the stages of change as intimation, legitimization, and congruence. It discusses reasons for curriculum change like adapting to new trends and technologies. Teachers play an important role in planning, implementing, and reflecting on curriculum. Multiple departments are involved in curriculum development and change including bureaus of curriculum, textbook boards, and teacher training institutions.
PART IV · Administration of Programs and Services Table 13.docx
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
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- The constant nature of change and how it leads to improvement through technological advancement and increasing knowledge.
- Key drivers of curriculum change including community needs, technology, political influences, and complexity from various stakeholder demands.
- Features of successful change including it being an ongoing process that requires support from individuals.
- Types of curriculum changes and strategies for implementing changes.
- The need to develop curriculum change through cooperative goal-setting and problem-solving approaches while maintaining open communication.
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This document discusses the concept and process of educational planning. It defines educational planning as setting out strategies, policies, and standards in advance to achieve educational objectives. The key characteristics of educational planning are that it is logical, systematic, scientific, progressive, mission-oriented, and future-oriented. The main objectives of educational planning are universalizing education, vocationalizing education, and achieving economic upliftment and poverty eradication while preserving cultural heritage. The main steps in educational planning are policy making, plan formulation, and plan implementation.
Wheeler curriculum model assingment
The Wheeler curriculum model defines curriculum as a plan of action that structures knowledge from theory into practice. The Wheeler model views curriculum as a continuous cycle that responds to educational changes. It emphasizes situational analysis and encourages staff participation in school-based curriculum decisions. The model aims to provide learning experiences, with content that is valid, significant, useful, interesting and learnable. Evaluation is aligned with clear objectives to test student achievement of learning outcomes, with the results feeding back into the objectives. The Wheeler model presents curriculum design as an ongoing, adaptive process that incorporates new information and views elements as interrelated.
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The document discusses different aspects of curriculum including definitions, designs, and models. It defines curriculum as the planned learning experiences and intended outcomes designed by schools. Three common curriculum designs are discussed - subject-centered focusing on content, learner-centered centered on learners, and problem-centered organizing around problems. Four curriculum development models are summarized - Tyler's model originating in 1949 uses objectives, Taba's grassroots model engages teachers, Saylor, Alexander, and Lewis's model specifies goals before design, and Oliva's deductive model allows faculty input.
Curriculum models
There are several common models for curriculum development that differ in their perspectives and approaches. The Tyler model is a linear, technical-scientific model that follows four basic steps: setting objectives, selecting content, organizing learning experiences, and evaluating outcomes. The Taba model is similar but emphasizes grassroots involvement of teachers. The Wheeler model depicts curriculum development as cyclical rather than linear. Walker's deliberative model describes how curriculum is naturally developed through platform-building, deliberation of alternatives, and consensus-based design.
TSL3143 Topic 2a Models of Curriculum Design
The document discusses several models of curriculum design: Tyler's Objective Model (1949), Taba's Interactive Model (1962), Wheeler's Process Model (1967), and Walker's Naturalistic Model (1971). It provides details on the key aspects of each model, including their advantages and disadvantages. Tyler's model is linear and focuses on objectives. Taba's model is interactive and involves more teacher input. Wheeler's model is cyclical with feedback. Walker's model is descriptive and emphasizes stakeholder consensus. In conclusion, while the models provide useful frameworks, actual curriculum design in practice may vary and draw from multiple approaches.
Subject centred curriculum
The document discusses the subject-centered curriculum model proposed by Ralph Tyler in 1949. It focuses on organizing education around specific subject matter like math or science rather than the individual student. Key aspects include selecting content based on the logic of the subject, teaching students in a traditional classroom setting, emphasizing skills practice and intellectual development, and assessing students based on how much of the predetermined subject content they have learned. While it can promote intellectual growth, critics argue it is not student-centered and may lack engagement if it does not consider individual learning styles.
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The document discusses curriculum change and various factors involved in the process. It defines key terms like issue, problem, and change. It describes the stages of change as intimation, legitimization, and congruence. It discusses reasons for curriculum change like adapting to new trends and technologies. Teachers play an important role in planning, implementing, and reflecting on curriculum. Multiple departments are involved in curriculum development and change including bureaus of curriculum, textbook boards, and teacher training institutions.
PART IV · Administration of Programs and Services Table 13.docx
PART IV · Administration of Programs and Services
Table 13-2 Steps in Curriculum Development
I. Planning the Curriculum
l. Who assigns committee members?
2. What groups are represented within the committee?
3. Who determines priorities. standards, competencies, etc.?
4. How do we identify needs, problems, issues, etc.?
5. Who formulates goals and objectives? What type of goals, objectives?
II. Implementing the Curriculum
l . Who defines what knowledge is most important?
2. Who decides on instructional materials and media?
3. Who evaluates teachers? What measurement criteria ore used?
4. Who decides how teachers will be prepared and trained for the program?
5. Who determines how much money/resources will be made available?
Ill. Evaluating the Curriculum
l . Who decides how the curriculum will be evaluated?
2. I,A/ho decides on assessment procedures? Tests? And how ore they to be used?
3. Have our goals and objectives been addressed in the evaluation?
4. Does the program work? To what extent? How can it be improved?
5. Who is responsible for reporting the results? To whom?
6. Do we wish to make comparisons or judgments about the program? Why? Why not?
during the early period and set the stage for the modern
period. 19 Tyler proposed a number of steps in planning
a curriculum, outlined in Figure 13-1, starting with the
goals of the school. These goals would be selected on
the basis of what he called sources of information about
important aspects of contemporary life, subject matter,
and the needs and interests of learners. By analyzing
changing society, at the local, state, or national level, it
could be determined what goals (and also what subject
matter) were most important. By consulting with sub-
ject specialists (as well as teachers), helpful decisions
could be determined about concepts, skills, and tasks to
be taught in the various subjects (reading, math, science,
etc.). By identifying the needs and interests of students,
a beginning point in content, methods, and materials
could be determined. (Hence, Tyler helped popularize
the concept of a needs assessment study.)
Tyler then suggested that the school staff, possibly
organized as a curriculum committee, screen the rec-
ommended goals according to the school's (or school
1"Tyler, Basic Principles of Curriculum and Instruction.
district's) philosophy and beliefs about psychology
learning {or what some might call learning theory .
What resulted from this screening process would be
instructional objectives, more specific than the schoor~
goals and designed for classroom use.
Tyler then proceeded to the selection of learning
experiences that would allow the attainment of obje.::-
tives. Learning experiences would take into account the
developmental stage of the learners, such as their age
and abilities, and consider the learners' background
(present attainments), external environment (classroom
and school), and what t.
Share MED 2 INTRODUCTION- Purpose of Research (Aims, Objectives, Goals).pptx
Educational research aims to generate new knowledge and test theories to improve teaching and learning outcomes. Some key goals of educational research are to identify effective teaching practices, understand student development, evaluate educational programs, and inform policy decisions. The overall goal is to improve the quality of education for all students and promote the development of knowledgeable citizens.
Cd assignment 1111
The document discusses the concept and need for curriculum design. It provides examples of possible curriculum design concepts, such as classics-focused, community-centered, and hands-on curriculums. It emphasizes that a curriculum design concept should capture the overall character of the curriculum in a brief statement. The document also notes that curriculum design is needed to meet societal needs, develop a country's economy, and achieve national visions, like promoting tourism. Well-designed curriculums that meet market demands can increase university enrollment and revenue.
LESSON 4.pdf
This document discusses curriculum design and development. It defines a curriculum as a description of all activities that take place in an educational institution from start to finish. There are three main types of curriculum design: subject-centered, learner-centered, and problem-centered. Subject-centered focuses on what needs to be studied, learner-centered revolves around the individual learner, and problem-centered teaches students to solve real-world problems. Key components of any curriculum include goals and objectives, content, learning experiences, assessment methods, and course descriptions. Curriculum development is influenced by political, economic, social, technological, environmental, child psychology, and academic factors.
Ped 307 l3
The document discusses curriculum approaches, determinants, and issues. It outlines four main curriculum approaches: behavioral, managerial, systems, and humanistic. It also identifies key determinants that influence curriculum development, including individual needs, social change, cultural change, and value systems. Finally, it lists several issues with curriculum, such as poor academic performance, overcrowded classrooms, lack of monitoring/evaluation, and ensuring proper scope, sequence, integration, and continuity.
UnitV-TeachingasaProfession.pdf
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
Curriculum determimants
This document discusses the determinants of curriculum. It defines curriculum and lists its key components like objectives, content, methods, materials, and assessment. It then explains that the curriculum is influenced by both internal and external factors. Internally, factors include acceptance by teachers and administrators, leadership, resources, and student acceptance. Externally, the curriculum is shaped by sociopolitical forces, technological advances, educational policies, society's expectations, feedback from employers, and international standards. The document maintains that curriculum planners must consider all these influencing factors for successful curriculum design and implementation.
AHDS Annual Conference 2016 - Mark Priestley
This document summarizes a presentation by Professor Mark Priestley on school-based curriculum development. It discusses different approaches to curriculum development, including content-led, outcomes-based, and process-based curricula. It notes tensions that can arise between policy intentions and school implementation. Barriers to change are addressed, including physical, structural, attitudinal and cultural barriers. The importance of clarity of purpose, knowledge selection, and appropriate pedagogical methods are emphasized. Overall it promotes an approach where curriculum development starts from broad educational goals and purposes, then determines appropriate knowledge and teaching strategies to achieve those goals.
Basic education research_agenda
This document outlines the Basic Education Research Agenda for 2016-2022 put forth by the Department of Education in the Philippines. The agenda is meant to guide research conducted by DepEd researchers and external partners. It identifies 4 main themes of research: (1) Teaching and Learning, (2) Child Protection, (3) Human Resource Development, and (4) Governance. Under each theme, it lists priority questions for research that will help DepEd evaluate and improve its policies, programs, and overall delivery of basic education. The overarching goal of the research agenda is to ensure DepEd's actions are informed by evidence to better achieve its mission of providing all Filipinos with quality, equitable education.
Curriculum aku
1. The document discusses the concept of curriculum, defining it as a plan for learning that organizes teacher-student interactions and the content knowledge students will acquire.
2. It examines different approaches to curriculum development, including the essentialist school which views curriculum as rigid disciplines and the progressive school which sees it as flexible based on learner interests.
3. The key steps of curriculum development discussed are selecting aims and objectives, choosing content and learning experiences, organizing those experiences, and evaluating if the objectives are achieved. Different models for how these steps interact are presented.
Curriculum aku
1. The document discusses the concept of curriculum, defining it as a plan for learning that organizes teacher-student interactions and the content knowledge students will acquire.
2. It examines different approaches to curriculum development, including the essentialist school which views curriculum as rigid discipline subjects, and the progressive school which sees it as flexible based on learner interests.
3. The key steps of curriculum development discussed are selecting aims and objectives, choosing content and learning experiences, organizing the experiences, and evaluating if the objectives are achieved. Linear and cyclical models of this process are presented.
empirical study on education system in India
This document is a project report submitted by Zahida Shaikh to Rajeev Gandhi College of Management Studies in partial fulfillment of a Master's degree. The project empirically studies India's education system. It includes an introduction, literature review, methodology, results, objectives, significance, discussion, classification of the Indian education system, government schemes for school education, the role of NGOs in promoting elementary education, NGOs working for education improvement, and a conclusion. The project was conducted under the guidance of Dr. Dinesh Gabhane during the 2016-2018 academic years.
Curriculum Change, Planning and Transaction
Curriculum Change
With changing time, curriculum should also change reflecting the needs and aspirations of the people. There cannot be a uniform curriculum for all the countries for all the time, because education is related to social, economic and political changes in the country. Curriculum content should be based on current information and not on the past information that has been proved to be false or outdated and unusable. There is therefore need for constantly changing and updating the curriculum content.
Curriculum nature, factors affecting curriculum
Curriculum development involves several key steps and considerations. It begins with formulating objectives based on goals of education, student needs, and societal factors. Next, appropriate teaching-learning experiences are selected and organized to meet the objectives. Finally, evaluation ensures the objectives are achieved. An effective curriculum requires input from various stakeholders, including students, teachers, administrators, parents, and the community. It also must be flexible and able to evolve with changes in different influencing factors.
Curriculum overview of class 9th and 10th in pakistan presented by fakharh mu...
The document discusses curriculum in Pakistan's education system. It defines curriculum as the content of what is taught, including both tangible elements like syllabi and intended learning outcomes, as well as intangible elements like learner experiences. The national curriculum aims to develop literacy, scientific thinking, citizenship, character, and vocational skills. It is developed through a process where the government establishes objectives, textbooks are written by subject experts and reviewed, and exams are administered. The curriculum for grades 9-10 aims to prepare students for higher education and practical life. It includes courses in Urdu, English, science subjects, Islamiat, and ethics. The curriculum development process has undergone reforms focused on Islamization in recent decades.
UNIT 3 CURRICULUM PLANNING AND ITS PROCESSES notes (1).docx.pptx
Curriculum planning is a process that defines learning outcomes, assessments, content, and teaching methods necessary for student success. It involves determining what students should learn, why, and how the learning process will be organized based on curriculum requirements and available resources. Effective curriculum planning requires collaboration between teachers, administrators, parents, and other stakeholders to develop coordinated programs that build students' knowledge and skills while meeting the needs of the community.
educational curriculum part one
Curriculum development is a systematic process that involves designing an integrated framework with vertical and horizontal content strands for each course (curriculum matrix). It addresses factors like student demographics, healthcare changes, and professional standards. Over time, the approach has shifted from being process-oriented to outcome-oriented, requiring nursing faculty to ensure outcomes meet program and community needs. The development of an outcome-driven curriculum begins with defining desired endpoints, then shaping content and teaching strategies accordingly. Maintaining communication among faculty throughout this iterative process is important.
Curriculum development strategies
This document discusses curriculum development and provides definitions, importance, and steps in the curriculum development process. It defines curriculum development as a planned, purposeful, and progressive process aimed at creating positive improvements in education. The key steps outlined are: 1) identifying problems, 2) assessing needs, 3) defining goals and objectives, 4) choosing educational strategies, 5) implementing the curriculum, and 6) evaluating and providing feedback. The overall purpose of curriculum development is to address societal needs and improve education, individuals, and society.
Recommendations report-Final
The document provides recommendations to improve the education system of the IHE schools located in refugee camps in Thailand (IHE). It summarizes the background and findings of a review conducted of the IHE system. Key recommendations include: 1) Modifying student assessment procedures to include a wider variety of assessments over longer time periods; 2) Implementing teacher handover procedures to mitigate high teacher turnover; 3) Facilitating curriculum modifications to account for changing political situations in Burma; 4) Implementing career paths and training for teachers to increase retention. The recommendations aim to transition IHE from a crisis-focused system to one focused on development and to facilitate potential future transitions from camp-based to Burma-based systems.
Similar to The Role of Politics in Curriculum Decision Making (20)
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Share MED 2 INTRODUCTION- Purpose of Research (Aims, Objectives, Goals).pptx
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https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Mule event processing models | MuleSoft Mysore Meetup #47
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
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crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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The Role of Politics in Curriculum Decision Making
- 1. The Role of Politics in Curriculum Decision Making Name: Khadijah Creese ID#:68382 Course: Curriculum Studies
- 2. What does this statement really mean? .Firstly let us try to define curriculum: Curriculum is defined broadly as a plan to guide instruction or a written document with content and planned learning experiences for achieving desired goals or ends (Tyler & Hlebowitsh, 2013).
- 3. The Phases of a Curriculum are: • Development • Implementation • Evaluation
- 4. Curriculums are based on: • A philosophy of education • Culture/Society • The Individual • Learning Experience
- 5. Curriculum Development is defined as a: • planned, • purposeful, • progressive, and • systematic process in order to create positive improvements in the educational system.
- 6. While
- 7. Curriculum Implementation is: • The process by which a curriculum is put into effect. &
- 8. Curriculum evaluation means the: • Assessment of the curriculum’s components and processes, checking on whether or not the curriculum’s purpose is being fulfilled or if students are learning.
- 9. Back to the Question !!!!!!!!! What does this statement really mean? • The Role of Politics in Curriculum Decision Making
- 10. Politics can be defined as: The process used by any society to determine how power, wealth, opportunity , statue and other social goods are distributed to the members of that society.(Joseph 2015)
- 11. In Trinidad and Tobago: Politics in relation to curriculum development and decision making is a combination of government policies and opinions from educators, students, professional organizations and other key stake holders.
- 12. Examples of: The Role of Politics in Curriculum decision Making The introduction of the Continuous Assessment Component (CAC) in the 2012-2013 academic year for Primary Schools. CAC is: The assessment of (Standard Four & Five) students in Character and Citizenship Education (CCE), Science and Drama, along with Writing English Language Arts as part of the Secondary Entrance Assessment (SEA) examination.
- 13. Examples of: The Role of Politics in Curriculum decision Making The government of Trinidad and Tobago took a policy decision to change from a two-year teachers’ diploma to a four-year bachelor degree in education for persons wishing to enter the teaching profession. This policy decision required a total overhaul of the curriculum to focus on new content and pedagogy courses for prospective teachers.
- 14. Based on Research and interviews done: • The curriculum is too focus on the rights and not responsibility.(Give E.g.) • The curriculum needs to more balance in the context of content vs time. • Allow for more public and professional consultation
- 15. Based on the research and interviews done: • The curriculum is too heavily influenced by governments who are consistently changing • It should allow for more cultural content and adaptation of foreign influences before the inclusion into the curriculum
- 16. Recommendations/New Initiatives. The new Minister of Education Mr. Garcia has previous experience will allow the minister to better understand the many issues that relate to the education system, and the diverse challenges experienced by teachers.
- 17. Recommendations/New Initiatives • Revision of the curriculum to include more student centered approaches. • More cooperation between government and key stake holder in the development, implementation and evaluation of curriculum.
- 18. References • Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications Glatthorn, Boschee, Whitehead, Boschee, Curriculum Leadership, 3rd Edition © 2012 SAGE Publications • Hough, W. M. (1969). A better curriculum through negotiation? Educational Leadership, 26(6), 531-34.
- 19. References • Joseph, S. (2015) Curriculum Politics in Higher Education: What Educators need to do to Survive, doi:10.5430/ijhe.v4n3p14