CURRICULUM CHANGE

Curriculum building: Determination of

objectives and content, its organization,
teaching method and evaluation of
curriculum outcomes
Resistance from parents, teachers,
administrators and pressure groups
Change occurs when concerned peoples
change

THREE APPROACHES TO
CURRICULUM CHANGE

Administrative approach
Grass roots approach
Demonstration approach

Administrative Approach

Need felt by administration

Formulation of
Steering committee
Curriculum committee
Subject curriculum committees
Coordination and review committee
No teacher involvement in administrative
approach

Grass Roots Approach

Teachers competence and involvement

Teachers involvement facilitates
implementation
Work starts from individual school
All stakeholders work together
Central administration to provide facilities and
leadership
Workshop for cooperative work
Universities arrange work shops
Use of consultants and study guides issued by
central authority

The Demonstration Approach

Change introduced on small scale

Separate experimental unit
OR
No separate faculty or staff. Existing
staff works
Single grade/ level or an area of
instruction

A SYSTEMATIC APPROACH TO
CURRICULUM CHANGE

Curriculum change: means changing the

Individual
Requires a sequence of work
Requires conditions for work
Involves training or teachers
Involves human and emotional factors
Requires skilled leadership
Requires a degree of objectivity (relevance, achieving objectives)
Diagnostic study
Induction of change
Control of various forces to move curriculum change in desired
direction

CURRICULUM CHANGE AS
ACTION RESEARCH

Beginning with selected aspect of

curriculum situation
Action research process until solution
found
Effect of research: change in action
Planning, fact finding about the situation,
evaluate action

FUNCTIONS OF PERSONNEL IN
CURRICULUM CHANGE

Community participation
Support to change
Participation in policy formulation
Share in planning
Leadership by professionals
Professionals to have thorough knowledge in curriculum
theory and practice
Four spheres: Technical skills, knowledge of discipline,
social and educational values, and skill in educational
engineering
What to do and how to do
Functions of consultants
Training for action research

OTHER GROUPING OF
METHODS/APPROACHES

Administrative
Supervisors and Principals: Help teachers implement
existing or modification
In-Service Training: Study groups, workshops,
conferences and in-service courses
Committees
Central Curriculum Council: Identify problems and
carry out study
Committees: National Curriculum Committee
(objectives/directions), Subject Committees
Basic approach: Cooperation: Professionals, teachers,
administrative, civic society
(Stakeholders)

PROBLEMS IN CHANGE

Committee members not necessarily

concerned about changing anything
New curriculum require leadership
Faulty division of labor
Curriculum Development still piecemeal

SEQUENCE OF CURRICULUM
DEVELOPMENT

Experimental Approach
Diagnosis

through Research
Determining objectives
producing pilot instructional material/units
Developing sequence of units
Testing the material
Revising and improving
Implementation
Teacher orientation