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I. Factors Affecting Academic Planning (Stark & Lattuca, 1997)

The document discusses how three factors - external, organizational, and internal influences - affect academic planning and curriculum development. It analyzes how societal changes, government ideology, discipline associations, resources, and other influences must be considered in curriculum planning. It also discusses how a curriculum should be designed with the learner at the center, taking into account their needs, skills, background, and learning styles. Specifically, the curriculum's aims, content, learning experiences, and evaluation should all be tailored to meet varied learners' requirements.

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272 views4 pages

I. Factors Affecting Academic Planning (Stark & Lattuca, 1997)

The document discusses how three factors - external, organizational, and internal influences - affect academic planning and curriculum development. It analyzes how societal changes, government ideology, discipline associations, resources, and other influences must be considered in curriculum planning. It also discusses how a curriculum should be designed with the learner at the center, taking into account their needs, skills, background, and learning styles. Specifically, the curriculum's aims, content, learning experiences, and evaluation should all be tailored to meet varied learners' requirements.

Uploaded by

ROSANA
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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ACTIVITY 3: CHAPTER 2

Directions: Analyze the figure below and discuss in not less than 20 sentences how the
3 factors affect academic planning of a curriculum.

I. Factors Affecting Academic Planning (Stark & Lattuca, 1997)

External Influences
Society/ Government
Discipline Associations;
Marketplace/ Alumni

Organizational Influences
Academic Plan
Program Relationships
Resources
Governance

Internal Influences
Faculty, Students, Discipline,
and Program Mission

External, internal, and organizational influences


all have an impact on the entire academic plan, which includes a complete framework for
action, including goals, activities, and ways to measure performance.
For the external factors, the societal changes have an impact on the curriculum and must be
taken into account. A society is a group of people who share a common interest or goal. A
curriculum is created based on a person's specific interests. The curriculum a government
offers will be determined by the ideology of the country, and this will alter people's
perceptions. Ideology is a term that refers to a society's strong thoughts and perspectives.
Changes in societal ideological perspectives have an impact on the success of a curriculum
and must be taken into account in any well-intentioned curriculum planning, development,
and implementation process. In order to develop an efficient curriculum, political changes in
society must also be recognized. The values and norms of a culture govern the standard of
behavior in that society, and so influence the effectiveness of a curriculum. Maintaining
excellent morals inevitably fosters positive values and standards not only in the school but
also in the community.
The efficiency of the curriculum is also influenced by the institutions or colleges. The
organization of each individual school, which together help compensate the school's culture,
is also seen as an influence in the curriculum's effectiveness. As a result, a curriculum must
adapt to institutional changes such as changes in course emphasis, which have an impact on
the curriculum and must be taken into account. Changes in how schools are operated and
managed have an impact on the success of a curriculum, thus curriculum planners must keep
this in mind as they formulate and implement the curriculum. Teachers govern institutions,
so they must be taken into account while creating an effective curriculum. A certain
institution will follow a curriculum that it believes should be provided in order to support its
current or revised strategy.
The effectiveness of the curriculum is also determined by the availability of resources. Human
or material resources can be used to meet these needs. Because the curriculum's
achievement is influenced by changes in the quality and availability of resources at any given
time, changes in the curriculum must be taken into account. In order for a curriculum to be
applied in a given institution, both physical and human resources must be accessible. The
success of curriculum creation is influenced by the availability of trained teachers,
appropriate infrastructure, and materials such as textbooks.
These factors must be considered in the context of the society in which a curriculum will be
implemented. Curriculum planners must carefully examine societal developments in order to
create a curriculum that is sensitive to the demands of the society for which it is intended.
Student Services

II. Reflect and address the following:

1. Identify Learners’ needs and issues that should be considered in curriculum


development.
Curricula can be customized to match the needs and demands of the
workforce, but students should always be at the center of any curriculum
design and implementation. The higher education institution will normally
set entry standards to ensure that students are not put at a disadvantage
from the start. However, policies and processes should be in place to
ensure that the learner's requirements are taken into account in terms of
their skills and limitations, as well as their age, gender, and cultural
background, and how these factors may influence learning.
2. Discuss how learners’ needs, learning and thinking styles, and issues are
considered in the curriculum specifically in the following curriculum elements:

 Aims, goals and objectives


 Content
 Learning Experiences
 Evaluation

The objectives or goals of the curriculum are related to the educational


objectives and philosophy. They are systematic in nature and do not usually
specify specific courses or material. They usually refer to the accomplishment
of a population of learners rather than the accomplishment of a single student.
They're wide enough to lead to specific educational goals.
The major political tools of standards-based change are content standards.
They specify the scope and depth of valuable knowledge that students are
expected to acquire, with the goal of reducing curriculum gaps between
schools and districts. Students with disabilities shall be able to participate in
standards-based reform to the extent that a set of content standards is
relevant to their desired educational objectives and consistent with proven
teaching techniques. They contribute to the framing of the education reform
discussion by publicly identifying what is vital to teach in schools and for
students to be able to showcase. Then content standards organize and
meaningfully guide school instruction, curriculum, and assessment—basically
giving a road map for where the curriculum should go and allowing schools and
instructors to adjust their education to meet the needs of varied learners. It
can help districts allocate instructional resources by establishing instructional
goals and inspiring them to figure out how to use their skills to achieve these
goals.
Learning is an unforgettable experience. Students are guided toward subject
engagement and the acquisition of new abilities through learning experiences.
Teachers should create learning experiences in such a way that they gradually
take students closer to the goals and objectives.
Last but not the least, curriculum evaluation is an important part of the
development process. A faculty member can determine whether a curriculum
is meeting its objectives and whether students are learning. Any national
education system must include curriculum evaluation as a required and
significant component. It serves as the foundation for curriculum policy
decisions, input on ongoing curriculum modifications, and curriculum
implementation processes. In addition, the learners are the reason that a
curriculum is created in the first place. They are the ones who are influenced
directly by it. Learners at all levels actively and directly participate in shaping
or dismantling the curriculum.

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