Curriculum development is defined as planned, a purposeful, progressive and systematic process to create positive improvement in the educational system. Every time there are changes or developments happening around the world, the school curricula affected. Curriculum development describe all the ways in which a training or teaching organization plans and guide learners. This learning can take place groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre or in a village or field. It is central to the teaching and learning process.
1. Child psychology factor
Kelly (1983, p.10) Many students with masters or PhD in developmental psychology work in educational settings as school psychologists which makes sense which considering the emphasis placed on the formative years. However, there are several developmental psychology concentrations available on which students can focus.
• Developmental studies for educators
• Aging
• Infancy, childhood or adolescence
• Lifespan development
• Biological bases of development
Theories of learning and child development have to be considered when designing the content of the curriculum and how it is delivered. Learning can be maximized by ensuring that activities and experiences are introduced at the most teachable moment, relate with the theories of design and development stages.
Example:
The developmental psychology curriculum examines the changes in personality, cognitive ability and behaviour throughout the lifespan. Therefore, in addition to preparing themselves for a rewarding career, students enrolled in developmental psychology curricula will also learn and understand more about themselves as they study the scientific conclusions made by experts in the field.
2. Technological Factor
Technological driven curriculum development is the norm of the 21st century. The computer technology of the 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. Undergraduate and graduate degrees in computer technology are increase in popularity
The computer is the latest technological innovation that will have an impact on education and society. The intention is to equip the learners with the requisite computer skills and knowledge. In addition to computers, other forms of electronic media are being used in teaching
Example:
Undergraduate and graduate degree in computer technology increases in popularity.
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. Developing relevant curriculum takes into account society’s expectations, accommodating group tradition and promoting equality.
3. Environment factor
Environment issues affect curriculum development. World awareness and action toward reversing and ending pollution continues affecting curriculum development. Typical elementary classrooms to teach recycling and healthy environmental practices. Over time, people have become insensitive to their surrounding and natural resources. The end result is that humanity is being adversely affected by these in-considerations. Industrial wastes have polluted the world, for example, the ozone layer in the atmosphere which protects us from harmful radiation from the sun is being depleted.
People want this redressed. It is through education that remediation can be affected. Consideration for the environment must of necessity influence curriculum design to ensure the survival of the future generation.
Example:
Higher education in the sciences offers environmentally focused degree e.g Environmental degree, bio technology.
4. Economic factor
Economics influences curriculum development. Curriculum developed for in house training in corporations focuses on educating employers for promotions that bring better returns in profits. Nations financing education expert an economic return from educated students contributing to the country’s economy with global competition abilities in technical fields. Curriculum content influences learner goals, standards for academic achievement with an underlying influence of the nation’s economy
One of the reasons why education is financed by government is to improve the country’s economy. Therefore, the national curriculum should concern itself with the requirements of the economy. The children you teach will need to be employed. The skills needed by industry should be translated into the content and learning experiences of these children. The skills, knowledge base and attitude require by industry should be developed in classroom.
You might have noticed some advertisements for vacant posts in your local media. Employers have basic requirements. Educational institutions find themselves working to meet these basic requirement academically and professionally. In this unit you might be thinking of acquiring a higher academic or professional qualification. This would enhance your upward social mobility. The market forces dictate what should be included in the national curriculum. It also subtly determines the quantity of learners at different levels.
As a teacher, you require classroom supplies such as:
• Textbook
• Charts
• Equipment
• Chemicals for science experiments
These materials are products of industry. Without these materials, learning is compromised. It is therefore crucial that serious consideration be given to economic demands when designing the curriculum.
Example:
Nation’s financing education expert an economic return from educated students contributing to the country’s economy with global competition abilities in technical fields
5. Social factor
Curriculum development is influenced by a multiple of factors. Social conditions, the effort of the community groups and parents, foundations professional associations and agencies, colleagues, university, states departments of education and local school improvement programs were examined in the research during the past 3 years.
The international situation has influenced the curriculum. The educational policies commission advised that the regular school program must be expanded to include types of experiences useful in preparation for military life for those youth who have yet to go into the services. The federal civil defence administration developed standard curriculums for use in schools, while the strategic position occupied by schools in the national security program was portrayed by Sanford hand and Spalding. A survey of more than 400 schools system made by the NEA research division found that the mobilisation and defence effort have produced numerous changes and the adjustments in the curriculum of the public schools. They were increased tempo of curriculum revision.
More emphasis on vocational work marked increase on program of physical education, increased emphases on social studies and expansion of training in first aid and safety, science, commercial offering and home economics. The educational policies commission recommended that education for citizenship provide pupils with an opportunity to learn why the United State is following a policy of internationally cooperation and to gain the understanding of UNESCO and other united nation agencies, but implementation of this proposal met opposition. National problems such as high road accident rate, the monetary policy and tension between social groups have led to attempt to influence the school curriculum.
Kelly (1983, p 15) Social has its own expectations about the aim and objectives that should be considered when designing the curriculum. It also has a perception of what the product of the school system should look like. It is therefore necessary for curriculum designers to take in to account these societal considerations. Social factors influence every aspect of curriculum including the content covered, media and strategies used. The learner comes with a whole context around them, what they like or do not like, what they can do, what they respect, what technology thy have access to. It is a huge factor that can make or break a curriculum.
Stanley noted the efforts of organised interest groups to secure changes in the policies of public education which would promote their conception of public welfare and the 200adverse and often conflicting of the demand of those groups.
Example: Subjects which has gender education and political economy have proved difficult to include in the curriculum because of the resistance from some religious groups.
References
Module Guide, Edub 2714 A/E
Schagen, S. and Hipkins, R. (2008). Curriculum changes, priorities and issues. Wellington: NZCER. Findings from the NZCER secondary 2006 and primary 2007 surveys.
Sinnema, C. (2010). Monitoring and Evaluating Curriculum Implementation (MECI): Milestone 4, Final Report. [final draft version]. Based on survey]. Based on surveys and focus groups undertaken in 2008 and 2009.
Hipkins, R., Roberts, J. and Bolstad, R. (2007). Key Competences: the journey begins. Wellington: NZCER.