Curriculum development

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Curriculum development is a process of improving the curriculum. Various approaches have been used in developing curricula. Commonly used approaches consist of analysis (i.e. need analysis, task analysis), design (i.e. objective design), selecting (i.e. choosing appropriate learning/teaching methods and appropriate assessment methods) formation ( i.e. formation of the curriculum implementation committee / curriculum evaluation committee) and review ( i.e. curriculum review committee).[1]

  1. Analysis
  2. Design
  3. Selecting
  4. Formation
  5. Review

Early childhood care and education (ECCE)[]

Main article: Curricula in early childhood care and education

There is no single curriculum that is 'best' for all situations. Not only does geographic location depends on the type of curriculum taught, but the demographics of the population matters as well. Some curriculums are based heavy of science and technology while another is focused mainly on the arts. However, a comparison of different curricula shows certain approaches to be generally more effective than others. Comprehensive programmes addressing health, nutrition and development have proven to be the most effective in early childhood, especially in programmes directed at very young and vulnerable children.[2][3] This requires a genuine commitment from agencies and individuals to work together, to plan projects collaboratively, and to involve parents and communities.[4]

Humanistic curriculum development[]

A humanistic curriculum is a curriculum based on intercultural education that allows for the plurality of society while striving to ensure a balance between pluralism and universal values. In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them. A humanistic curriculum development perspective holds that for curriculum frameworks to be legitimate, the process of policy dialogue to define educational goals must be participatory and inclusive.[5] Central to this view is that curriculum policy and content must both be guided by the principles of social and economic justice, equality and environmental responsibility that constitute the pillars of sustainable development.[6]

Curriculum Design[]

What is Curriculum Design?[]

A crucial step in the creation of a course, CD consists of systematically and scientifically organising the instructional blocks within the course. These blocks could include activities, readings, lessons, and assessments.

What are the various types of Curriculum Design?[]

There are a number of ways to categorise Curriculum Design - on the basis of learning theory, approach to design, and the curricular orientation.

How is Curriculum Design different from Instructional Design?[]

Curriculum Design could be explained as what a learner learns while Instructional Design determines how s/he will learn it.

What is the Curriculum Design process?[]

Samriddhi's Curriculum Design Framework[7] includes a four step process:

Empathise[]

  • Understand the learner's context
  • Review Existing curriculum and past learning
  • Gather Insight and Inspiration

Ideate[]

  • Primary and Secondary Research
  • Identify New/ Relevant ID Tools
  • Mini-map curriculum structure

Curate and Create[]

Curate and Create content according to the UDL principles,[8] categorised into:

  • Instruction
  • Measurement
  • Engagement

Prototype[]

  • Quality Control
  • Seek stakeholder feedback
  • Refine and Improve

Sources[]

Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement/permission. Text taken from Rethinking Education: Towards a global common good?, 41-42, UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use. Definition of Free Cultural Works logo notext.svg This article incorporates text from a free content work. Licensed under CC-BY-SA IGO 3.0 License statement/permission. Text taken from Investing against Evidence: The Global State of Early Childhood Care and Education, 243-265, Marope, P.T.M., Kaga, Y., UNESCO. UNESCO. To learn how to add open license text to Wikipedia articles, please see this how-to page. For information on reusing text from Wikipedia, please see the terms of use.

References[]

  1. ^ Kaddu, Sarah; Haumba Eric Nelson (2018). "Is there a role for social media in LIS curriculum development process in developing countries?" (PDF). IFLA Journal. IFLA: 1–8 – via http://library.ifla.org. {{cite journal}}: External link in |via= (help)
  2. ^ Engle, P. 2009. Growing global evidence. In Woodhead, M. and Oates, J. (eds). Effective Early Childhood Programmes. Vol. 4 of Early Childhood in Focus. Milton Keynes, The Open University. 
  3. ^ UNESCO. 2012. EFA Global Monitoring Report. Policy Paper 03. April 2012.
  4. ^ Marope, P.T.M.; Kaga, Y. (2015). Investing against Evidence: The Global State of Early Childhood Care and Education (PDF). Paris, UNESCO. pp. 243–265. ISBN 978-92-3-100113-0.
  5. ^ Amadio, M. (2014). "Curriculum in the Twenty-First Century: Challenges, Tensions and Open Questions". ERF Working Papers. Paris, UNESCO. No. 9.
  6. ^ Rethinking Education: Towards a global common good? (PDF). UNESCO. 2015. pp. 42–43. ISBN 978-92-3-100088-1.
  7. ^ "Curriculum Design". All things Growth | Samriddhi Consulting. Retrieved 2021-03-10.
  8. ^ "UDL: The UDL Guidelines". udlguidelines.cast.org. Retrieved 2021-03-10.


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