Edci 211-Topic 8 & 9.
Edci 211-Topic 8 & 9.
Y2S1
PURPOSE OF COURSE:
To enable learners, develop knowledge, skills and attitudes on principles and theory of curriculum
development necessary to select, plan, design, develop, construct, innovate, implement and
evaluate curriculum.
Course Content:
The course will focus on the broad definition of curriculum, the concept of education, functions
and aims; components of curriculum and factors influencing curriculum. Foundations of
curriculum. Basic principles of Curriculum construction, design, planning, implementation and
innovations; models of curriculum development and curriculum evaluation. Dynamics of
curriculum change and strategies. Teacher Education Curriculum
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Course Outline (Weekly Course Description)
WEEK/Major Topic Sub-Topics Methodology
1. The concept of education -Discussion/
Introduction: Functions and aims of Education presentation
The Concepts, Education and schooling
Nature Purpose of Unpacking the concept of curriculum -Research work
Curriculum and Elements/dimensions of curriculum
education Factors influencing curriculum -Interactive E-
Components of curriculum as a programme of learning
instruction -Project work
-Project work
-Interactive E-
learning
-Project work
-Project work
-Interactive E-
learning
-Project work
MODE OF DELIVERY:
The following instructional methods will be used in teaching this unit:
Interactive Lecture method
Class discussions/presentations
Research work
Interactive E-learning
Project work
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COURSE ASSESSMENT:
The course will be assessed as follows:
Formative assessment: CAT I 15%
CAT II 15%
Summative assessment: 70%
All students are cautioned against any kind of plagiarism, cheating, facilitating dishonesty and
falsifying information. This may call for severe disciplinary action.
Oketch, J. G. & Asiachi, J.A. (1992). Curriculum Development for Schools. Nairobi: East
African Publishing Co.
Oluoch, G. P. (1982). Essentials of Curriculum Development. Nairobi: Elimu Bookshop Ltd
Shiundu, J. O. & Omulando, S. J. (1992). Curriculum Theory and Practice in Kenya. Nairobi:
Oxford University Press.
Syomwene, A., Nyandusi, C. M., & Yungungu, (2017) A. M. Core Principles in curriculum. Utafiti
Foundation
Taba, H. (1962). Curriculum Development: Theory and practice. NY: Harcourt Brace
Tanner, D. & Tanner, L. (2007). Curriculum Development: Theory into Practice. NJ: Pearson
Tyler R. W. (1949). Basic Principles of curriculum and Instruction. Chicago: University of Chicago
Press
Online Links:
https://www.skyepack.com/post/curriculum-
development#:~:text=What%20is%20curriculum%20development%3F,building%2C%20im
plementation%2C%20and%20evaluation.
https://www.fao.org/3/ah650e/ah650e03.htm
https://www.iitms.co.in/blog/curriculum-development-models.html
https://kicd.ac.ke/
https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-
development/
https://annamalaiuniversity.ac.in/studport/download/edu/phyedu/resources/MPEC402.pdf
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Raju, B. M. (1973). Education in Kenya: Problems and Perspectives, UNESCO Project. London:
Heinnemann
Ruth N. Otunga, Isaac I. Odero & Peter L. Barasa (2011). A Handbook for Curriculum and
Instruction: Moi University Press.
Tanner, D. (1982). Curriculum Development: Theory and Practice (3rd Ed.). Englewood
Cliffs, New Jersey: Prentice Hall.
Hunkins, F. P. (1980). Curriculum Development: Programme Improvement. Colombus; Charles
E. Mermil Publishing Co.
Note: The internet is a robust source of resources for this course. Students are encouraged to
take advantage of this by fully utilizing the online resources.
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TOPIC 8
PRINCIPLES AND PROCEDURES IN CURRICULUM DEVELOPMENT
INTRODUCTION
CURRICULUM DEVELOPMENT
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1.Situational/ Needs Assessment
- The 1st Step in curriculum development during which Curriculum planners assess
the prevailing circumstances and needs. This can be accomplished through research
to assess the societal and learner’s needs that the new programme should address.
Situational analysis in this case covers the social, cultural, economic political and
technological factors as well as the institutional dynamics influencing the
curriculum. Curriculum development must be situated within a particular context,
that’s why its called situational analysis.
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2. Strategic Planning
The second step in curriculum development process is strategic planning. In
curriculum development, strategic planning involves a set of decisions’ and actions
that result in the planning and development of school programmes to achieve the
desired results. The focus of this step is decision making on the viability and
feasibility of the programme; programme timing, budget and costs. The prevailing
inflationary trends in most developing countries call for budgeting procedures in the
curriculum development process.
A budget is a statement of expected results expressed in numerical terms for a
definite of time in the future (Saleemi,2006). Budgeting involves estimating the
project costs and times. A budget is a plan on the expected activities and the
estimated cost of each. It also involves the time plan for each activity. Estimating is
the process of forecasting or approximating the time and cost of completing project
deliverables (Gray & Larson, 2003). Budgets provide clarity, direction and purpose
in the activities in an organization by laying down verifiable and measurable goals
for a specified period of time.
-According to Gray & Larson (2003), cost time and budget estimates are the lifeline
for control; they serve as the standard for comparison of actual and plan throughout
the life of the project. In curriculum development process, the programme costs
include labour, consultancy, communication costs, training costs, resources,
facilities, administrative costs, piloting, monitoring and evaluation costs. The
sources of the funds should be established as well. The funding can be government
only, or government, parents and communities, or donors and others.
5. Programme building
The main questions after setting up the project should be “How should we teach
what is to be taught? Tyler 1949 supports programme building in his model. This
stage, the curriculum team builds the program, writing and sequencing individual
lessons that link directly to standards and objectives. They develop sequential
lessons that are increasingly complex and build on student’s prior knowledge and
experiences. At this rage, curriculum development teams may begin to work pin
smaller groups, focusing on writing text and instructions, checking work accuracy,
finding appropriate and engaging visual elements, or sourcing materials. Effective
resources and facilities are those specific to the content and learning experiences
selected.
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6. Piloting the new programme in selected schools
The sixth step in curriculum development process is piloting. Piloting involves
trying out the new programme in a few schools. It involves assessing and evaluating
a new programme with (a sample of) the target population that will use the
curriculum. (Hewitt,2006). The aim is to identify any weaknesses before
implementation. According to Shiundu and Omulando 1992, through piloting, the
curriculum validity is established. Piloting is a kind of formative evaluation to
determine the extent to which the programme will or will not achieve the intended
objectives. For effectiveness, the schools used in piloting should comprehensively
represent all types of schools and educational contexts. In Kenya we should cater for
national, county, extra-county, Private and public schools, single sex and mixed
schools, urban and rural schools, day and boarding schools, schools in various
geographical contexts, special schools and mainstream schools.
9. Evaluation
Evaluation is the process of determining the extent to which the programme’s
intended objectives have been achieved. It is a significant step in curriculum
development in that it provides data on the programme merits. In the curriculum
development process we can identify two types of evaluation
i. Formative Evaluation- is carried out in every step of the curriculum
development process to determine the success of the steps.
ii. Summative Evaluation- Is carried out after the programme has been
implemented and institutionalized in schools to determine the success of
the entire programme.
NOTE: According to Oliva (1988) curriculum development is a never -ending
process because planners must always aspire for continuous improvement. Ongoing
evaluation is necessary to identify strong and weak points and to develop or
remediate them on an on-going basis.
10.Curriculum maintenance
Curriculum maintenance is a process that ensures currency, effectiveness and
integrity of the educational process. This involves the systematic routine collection
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of information about the programme for improvement. It involves checking the
progress of the programme against the intended plan.
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TOPIC 9.
CURRICULUM DEVELOPMENT IN KENYA
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RELATED AGENCIES IN CURRICULUM DEVELOPMENT
The KNEC was created through an act of parliament in 1980 (Cap 225A of the laws
of Kenya) Which was later revised in 2012 (KNEC ACT No. 29). The KNEC Act
forms the legal basis for the conduct and administration of public examinations in
the country. The council play an advisory role through systematic appraisal of
learning process through the implementation of appropriate measurement tools. It
also strengthens the curriculum implementation process by generating data on
student’s performance which is readily utilized by curriculum developers in the
curriculum appraisal.
The functions of the council mainly cover the broad system of summative evaluation
within the formal education and training system in Kenya. The specific activities of
the council within the framework are:
The control of quality of education in the country is done by the ESQAC through:
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3. Role of Teachers Service Commission (TSC) in Curriculum Development.
Under the Teachers Service Commission Act No. 20 of 2012, and The Kenya
Constitution (2010), Chapter 13, section 237, the Teachers Service Commission
is Mandated to perform the following functions:
The Kenya National Union of Teachers (KNUT) and Kenya Union of post Primary
Education Teachers (KUPPET) are trade unions whose main concern is the
improvement of terms of service for teachers in the country. The KNUT is a trade
union registered under Trade Unions Act cap 233 of the Laws of Kenya. Its Mandate
is both as a trade union and a professional organization to serve all Kenyan teachers
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who wish to join the union. The functions of KNUT include the following
(www.knut.or.ke)
The Kenya constitution and the Education Act (1968) provides for free freedom of
worship and participation of religious organizations in education activities. Many
schools are sponsored by religious organizations, which also participate in physical
development of the schools and administration (Barasa & Misati, 2012). The main
aim is to protect the faith and religious welfare of the students in the schools and in
so doing, they engage in various roles.
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Facilitating infrastructural development in schools such as building of classes and
provision of support materials.
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vii. National Implementation: Teacher orientation, distribution of
syllabuses for implementation.
viii. Monitoring and Evaluation; Monitoring, summative evaluation and
syllabus revision.
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