the factors that affect curriculum changes in brief

1. Factors influencing changes in
Curriculum.
• Definition of Curriculum.
• Before I dwell upon my topic,It will be appropriate to have
a cursory glance at some of the definitions of Curriculum.
• 1:According to J.F.Kerr,
• “All the learning which is planned and guided by the
school,whether it is carried on in groups or
individually,inside or outside the school.
• 2:H.Rugg states:-
• The curriculum is really the entire programme of the
school’s work.It is the essential means of education.It is
everything that you and your teacher do.Thus it is twofold
in nature,being made up of the activities ,the things
done,and of the materials with which they are done.”

2. • G.A.Beancham(1968)says:-
• (a curriculum is)….”a design of social group for the
educational experiences of their children in school.
• 4:Lawerence Stenhouse(1975) states:-
“A curriculum is an attempt to communicate the essential
principles and features of an educational proposals in
such a form that it is open to critical scrutiny and
capable of effective translation into practice.
He compares a curriculum to a cooking recipe,which can
be analyzed on nutritional on gastronomic grounds,as
well as practical grounds.

3. • The curriculum like a dish,is first an idea about
a possibility,and later is the subject of an
experiment which depending on the
cook(teacher)and the
ingredients(resources),may or may not be a
success….

4. Curriculum and Change.
• Change is the process of transforming phenomena into
some thing different.It has dimensions of
rate(speed),scale(size),degree(thoroughness),continuit-
y(profoundness)and direction.So curriculum change
should poses all these dimensions.
• Curriculum change in simple terms proceed through:
• A.Selecion of aims,goals and objectives.
• B.Selecion of learning experiences
• C.Selecion of content.
• D.Organizaion and integration of learning experiences.
• E.Evaluation.

5. • Change incorporates the associated
concepts(innovation,adaption)and is planned
phenomena.Bennis (1967) has enlisted seven types of
changes which are commonly found in formal organizaion.
• A.Planned change.
• B.Indoctrination change.
• C.Coercive change.
• D.Technocratic change.
• E.Interactional change.
• F.Cummulative change.
• G.Natural change.

6. • According to Mc Neil(1990),change in curriculum is of five kinds.
• A.Subsitiution:Replacement of one by another already existing
elements,e.g,new text book is replaced by the old one.
• B.Alteration:Minor change is introduced in the existing matierial
with the hope that it will be accepted e.g,modification of activities
in the text.
• C.Perturbations:Irritating changes are disruptive,but teachers can
adjust to them in a short time e.g,change in length of time teaching.
• D.Restructuring changes:These changes lead to modification in the
system e.g,decentralization of teaching.
• E.Value orientation changes:These are shifts in the fundamental
value orientations of participants e.g,Recruitment of such teachers
who place more value to personal growth of the students than
academic growth;value orientation is changed.

7. SOURCES/FORCES OF CHANGE.
• Several factors affect curriculum development
in meeting the needs of 21st century learners
in both organized academic settings and
corporation learning centres.
• Blueprinting curriculu development requires
selecting learning goals,designing knowledge
delivery models while creating assessment
methods for individual and group progress.

8. FACTORS.
• The following are some of the factors….
• 1.Political
• Politics affect curriculum development in
numerous ways.How politics influence curriculum
design and development starts with funding.Both
private and public educational institutions rely on
funding for hiring personnel,building and
mainting facilities and equipment.All aspects of
curriculum development depend on local,state
and national political standards.

9. • From defining goals,interpreting curricular materials to
approving examinations systems,politics affect
curriculum development
• 2.Economic
• Econmics influencing curriculum development.Nations
financing education expects an economic return from
educated students contributing to the country’s
econmy with global competition abilities in technical
fields.Curriculum contents influences learner
goals,standards for academic achievement with an
underlyling influence of the nations’s economy.

10. • 3.Technological
• Technology driven curruculum development is
the norm of the 21st century.The computer
techonology of 21st century influences curriculum
development at every level of learning.Learning
centres and classrooms increasingly provide
computers as requisite interaction for studies
among students.Technological multimedia use
influences educational goals and learning
experiences among students.

11. • 4.Diversity
• Curriculum development affect from diversity
opens learning opportunities.
• Social diversity including religion,culture and
social groupings affects curriculum
development because these characteristics
influence the types of topics and methods for
teaching information.

12. • Developing revelant curriculum takes into
accoun society’s expectations,accomodating
group traditions and promoting equaity.

13. • 5.Learning theories.
• Psychology of learning theories affects curriculum
development.
• Both child and adult learning theories within the
psychology field influence
curriculum.Understanding the psychology
behidnd learning theories implemented in
curriculum development maximizes learning with
content,delivery,interactive activities and
experiences initiated at the most opportune
teaching moment.

14. -
• 6.Enviroment
• Enviroment issues affect curriculum
development.World awareness and action
• toward reversing and ending pollution co-
• ntinues affecting curriculum development.
• Typical elementary classrooms teach recycling
and healthy enviromental practices.Higher
education in the sciences offers
enviromentally-focussed degress.

15. • A. Influential individuals: Lachiver & Tardif
(2002) explain key factors for change within
their department. The first factor initiating
change, they write, is strong leadership
accepted by the academic staff. The key
characteristic of such leadership is to have the
capacity to attract other academic staff to rally
behind principled educational objectives that
are supported within the environment.

16. • . Employer and industry viewpoints While the
professional bodies ultimately reflect employer
and industry expectations, these pressures are
also sometimes directly exerted. For example, at
one stage the concentration of defence
contractorsin Adelaide made Ada a “desirable”
programming language in South Australia, and
degree programs were revised to reflect this
factor. Many Departments and Schools have an
industry advisory committee, to allow a timely
flow of such advice and suggestions.