unit 6:curriculum implementation - Commonwealth of Learning

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This pattern of curriculum designing has the following characteristics: • Local communities initiate the changes to suit their local needs. • Teachers work with the parents to determine the content. The learning experiences are based on what is available. • Subjects in schools could be the same, but the content will vary from school to school, state to state, or district to district. • Each school, state or district has its own syllabus that is produced locally. • Generally, the textbooks may not have been centrally approved. • Each school, state or district has its own form of evaluation. • Very few people are involved in curriculum designing. You can now look at some of the institutions that are involved in designing the curriculum. State or District Based Curriculum Designing In principle, these have the same structure as the centralised structure that was discussed earlier in this section. The only difference is that each district or state will have the final approval on content. However, each curriculum produced should meet the national goals. In general, the same types of people involved in the centralised pattern are also involved at the state or district level. Local Authorities Institutions and responsible authorities such as town boards and churches may be involved in curriculum development. Normally, they would depend on the teachers, heads of schools, subject specialists, industry representatives, researchers and consultants to draft the curriculum. Consultants and teachers usually outline the content and learning experiences. Assessment and evaluation are conducted by a board of the local authority’s choice. Continuous assessment is generally the norm in schools with a decentralised pattern of curriculum designing. Like the centralised pattern, the decentralised pattern of curriculum designing has some advantages and disadvantages. Advantages of the Decentralised Pattern The following are some advantages of the decentralised pattern of curriculum designing, to which you can add more: Module 13, Unit 5: Designer of the Curriculum 45
� ☺ • The curriculum addresses local needs. • The local community is directly involved and is committed to its implementation. • The system encourages creativity and initiative on the part of the teacher. • It takes less time to produce the curriculum than it would take when a centralised pattern is used. • Students learn what is relevant to the local community. Disadvantages of the Decentralised Pattern The following are some of the disadvantages: • There is no guarantee that national goals will be achieved. • Learners cannot easily transfer from one school to another when their families move. • There is generally a problem in developing or accessing teaching materials which, if available, are expensive to produce. • There may not be adequate expertise in the local community to develop part of the curriculum. Self-Assessment 3 List two advantages and two disadvantages of the decentralised pattern of curriculum designing. Possible answers to this activity are provided at the end of this unit. Summary In this unit, you have studied the centralised and decentralised patterns of curriculum designing. Each pattern involves certain types or groups of people in curriculum designing. There are advantages and disadvantages with each of the curriculum designing patterns. Developing countries generally use centralised patterns of curriculum designing. The next unit will cover curriculum implementation. Reflection Look at the manner in which your curriculum is designed and reflect on the degree of teacher involvement. Module 13, Unit 5: Designer of the Curriculum 46
Page 2 and 3: General Education Modules for Upper
Page 4 and 5: A MESSAGE FROM THE COMMONWEALTH OF
Page 7 and 8: MODULE WRITERS Tichafa J. Chikumbu
Page 9 and 10: Unit 5: Designer of the Curriculum
Page 11 and 12: ICONS Throughout each module, you w
Page 13 and 14: � From the definitions above, it
Page 15 and 16: � 2. Why do you think there was g
Page 17 and 18: • evaluation. The diagram that fo
Page 19 and 20: ☺ ? Practice Activity 1. Which cu
Page 21 and 22: and building studies would allow th
Page 23 and 24: � � Informal Curriculum Urevbu
Page 25 and 26: � ☺ ? Self-Assessment 2 Think o
Page 27 and 28: UNIT 3: Factors That Influence Curr
Page 29 and 30: � � instructional materials tha
Page 31 and 32: � ☺ ? Self-Assessment 3 If the
Page 33 and 34: Factor • Political factors • So
Page 35 and 36: 4. Evaluation Objectives Model 1. C
Page 37 and 38: • What educational experiences ca
Page 39 and 40: • objectives, • knowledge, •
Page 41 and 42: ☺ ? design the curriculum, the ne
Page 43 and 44: • Assess prior student knowledge
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Page 49: � � • Communication to school
Page 53 and 54: � Suggested Answers Self-Assessme
Page 55 and 56: UNIT 6: Curriculum Implementation
Page 57 and 58: hence the need to consider the dive
Page 59 and 60: ☺ ? Summary This unit has outline
Page 61 and 62: UNIT 7: Curriculum Evaluation � I
Page 63 and 64: � conduct this evaluation. The go
Page 65 and 66: Formative Evaluation The term ‘fo
Page 67 and 68: � Suggested Answers Self-Assessme
Page 69 and 70: UNIT 8: Curriculum Change and Innov
Page 71 and 72: � and its curriculum must adapt t
Page 73 and 74: 2. Search for an innovation. 3. Eva
Page 75 and 76: � ☺ ? • It must be flexible a
Page 77 and 78: • money to cover expenditures •
Page 79: References Beach, D. M., and Reinha

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