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Abstract
The participation of Arab countries in the international assessments, comparing students
acquisitions (PISA-TIMSS), has shown that, despite the ongoing educational reforms and the
modernization projects underway, the performance of the Arab school has not actually achieved the
level of the international standards triggered nowadays.
This has been attributed to a number of factors including:
The predominance of quantity over quality and the deficient features of the school graduate.
The non-mastery among learners of the mechanisms of knowledge, of critical thinking and
problem-solving strategies, as a result of the adoption of traditional educational approaches.
The poor employment of modern technology in the teaching / learning processes and in the
support services.
Faced with such a situation, educational officials have manifested their readiness and expressed their
undoubted will to revise the curricula. Their aim is to adjust these curricula, and why not, to improve
them and opt for course contents which would guarantee the endowment of learners with a higher
level of skills in several disciplines and in different modern knowledge areas.
They have also planned to review the way knowledge is dealt with in classrooms, particularly when
it comes to teaching and to methods of assessing learners acquisitions.
On the whole, the purpose behind reconsidering the curriculum and its components (formulation of
objectives and competencies, choice of programs and contents, their distribution on degrees and
methods of teaching, learning and modes of assessment) is to ensure the good quality of a number of
acquisitions in certain subjects and ultimately the achievement of the desired effect among learners.
Such a state of things has led most Arab countries to continuously assess their educational curricula
in a bid to improve them or even to radically alter them, by selecting one of the approaches which
proved to be efficient- Hence, it has become obvious today, in the light of the leading experiments in
many Arab states, that curriculum engineering is undoubtedly an essential step to the success of any
educational reform that might be envisaged.
However, the rhythm of another of changing these curricula (which varies from one country to
another) and the composition of parties contributing to the preparation of these curricula: mentors,
teachers, academics and experts: Arabs and foreigners and coordination among them, adding to the
cultural and scientific content (in language and literature) which is involved in these curricula, and
above all the approaches, methods and equipment used in teaching them such a rhythm of change
remains controversial and poses a number of problems:
Some of these problems concern the circumstances in which these curricula are devised; for the
construction of any curriculum requires certain conditions to be available, to ensure its success.
Such conditions include: keeping pace with the continual changes in the economic, social and
cultural fields, in the organization of work and in the requirements of the labor market, the use of the
sources of knowledge provided by Information and Communication Technology (ICT) as well as
the recognition of the overlap between science, technology and knowledge in influencing peoples
social and professional relationships, the study of the modern sciences and new theories which aim to
improve the teaching / learning processes and to follow the development of scientific concepts along
with the teaching / learning models.
5

Other problems relate to the engineering of curriculum itself and to the epistemological difficulties
which, themselves, constitute hurdles that need to be trespassed, in order for this curriculum
engineering to be implemented.
Among these hurdles and difficulties, we may name:
The problematic relationship between, on the one hand, the requirements of engineering and
on the other, the negotiation of the demands and expectations of society.
-What Should be Taught and How to Organize the Disciplines?
The problem of the official curriculum to be implemented, the assessment curriculum and the
curriculum that is actually taught.
The problem of improving the curriculum by means of external assessment of learner results.
The problem of matching the three levels of the curriculum when in construction (the official
curriculum, the curriculum applied in classrooms and the curriculum as assimilated by learners), and
the numerous questions springing from these three levels:
How can the official curriculum get through various aspects of the educational system, reach
the classroom and actually allow learners to build knowledge and to acquire the codified
competencies which match the exact knowledge as defined in official programs?
How can this codified knowledge change into learning topics for learners?
Is there any feedback flawing from the official curriculum to the curriculum implemented in
the classroom, knowing that the transfer of the contents of the official curriculum is complex and
non-linear and that the transition from one level to another is not that automatic?
The problematic of the paradox between the logical model of engineering, the irrational social
model imposed by the ideological trends and the cluster of concessions resulting from that; which
brings about:
A contrast between the logical nature of models which determine the curriculum
theoretically, and the irrational nature of society as a whole.
The necessary rootedness of the curriculum in a particular society which makes its logical
nature and the model it proposes a prone to doubt and criticism.
Is identifying and defining the curriculum trends and translating them into adequate
educational programs sufficient for the transition from a first level to a second and a third one, in an
automatic way and with no hampering problems?
Are building analysis tools and the focus on the technical dimension sufficient to comprehend
the complex nature of the curriculum?
The problematic of the partial approach and the exclusive focus on just one dimension of the
curriculum, which obviously means the neglect of other dimensions of the curriculum and the noncoverage of its three levels (mentioned earlier).
In short, we consider that overcoming such problems requires a systematic vision of the curriculum;
a vision which encompasses the broad concept of that curriculum with its three overlapping
dimensions, and analyses the dialectical relationship between the strategic engineering, the
regulatory engineering and the teaching / learning engineering. Such a systematic vision also
examines the difficult equation between engineering technology, the local community demands and

our aspiration for the universal. Henceforth, it would alternate between the four trends or ideologies
that were defined by Shiro (2008):
the Scholar Academic Ideology
the Social Efficiency Ideology
the Learner- Centered Ideology
the Social Reconstruction Ideology .

/ scholastic program goals

/

/ program

/ subject matter

/ material instructional

/ educational objectives
/ evaluation.

/ curriculum
/curriculum enrichment

/ behavioral objectives

/ performance

educational goals
/

efficiency .

competency

/ teaching & learning activities

/ curriculum engineering
/

fused
/intended

/ achieved curriculum

/content
/effectivenes

/ teaching & learning experiences

/curriculum making

the correlated curriculum

curriculum

/ syllabus

/ spiral curriculum

/curriculum.

/ Technological curriculum
curriculum implemented

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