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Analysis for aniel

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4 views

Analysis for aniel

Resources

Uploaded by

kevon.baker
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© © All Rights Reserved
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Literature Review

The third aspect to bear in mind when reviewing literature on curriculum


development is the recognition that different roles and contributions are
made by different stakeholders in the processes of curriculum development.
Let me break down some important categories of stakeholders and their
respective contributions:

Teachers are usually those who implement the curriculum most-so to speak.
They really are some of the most genuine sources of knowledge about what
works in the classroom and how the students react to various teaching
strategies. At this stage, the feedback from them will be essential, since they
show strengths and weaknesses in the existing curricula.

2. Curriculum Developers: These are persons or teams tasked with the


development of the curriculum. The researchers do studies, conduct needs
assessments as it relates to education, and ensure the curriculum fits the
standards and goals of education. These are those who actually build the
framework on which instruction will occur.

3. Administrators: The administrators of schools and districts are very


instrumental agents in the process of implementation, too. They provide
resources, professional development of teachers, and they create an
environment that will be able to support curriculum initiatives. Indeed, their
level of support can make or break curriculum changes.

4. Students: These are often the most overlooked stakeholders, yet


important ones nonetheless. The needs and interests of students, their
reactions, may be potent determinants of curriculum content. Student
involvement in the process may lead to a more relevant and effective
learning experience.

5. Parents and Members of the Community: Parents and other stakeholders in


the community may be involved in curriculum development through their
expectations and concerns. Their involvement makes certain that the
curriculum reflects community needs and serves them, aside from infusing
ownership and support therein.

6. Government and Policy Makers: Government bodies set policies for


education; these set the framework within which curriculum development
can take place. They influence standards, funding, and measures for
accountability-all factors that may influence how curricula are devised and
delivered.

THEORIES IN CURRICULUM DEVELOPMENT


There are several models and theories that can be reviewed in developing
relevant curricula to Guyana.

Three of the more well-known theories include:

1. Constructivism: This is a theoretical approach in which the individual


constructively builds his or her knowledge base through experience and
reflection. In the Guyanese context, this is very effective since it allows
teachers to create learning environments whereby learners can explore their
cultural and community contexts and thus make learning relevant.

2. Critical Pedagogy: This theoretical approach is founded on the belief that


education serves as a means to effect societal transformations. It
encourages educators to address matters of power, inequity, and social
justice as the core tenets of their educational curricula. Guyana is quite
diverse in both culture and social aspects; therefore, it could employ the
method of critical pedagogy to instigate debate about identity, equality, and
civic engagement.
3. Behaviorism: This aspect of a learning theory relies on observable
behaviors and the ways in which such behaviors can be changed through
reinforcement. In the Guyanese education system, behaviorist concepts are
actualized in systematic learning environments where clear objectives and
testing determine teaching approaches.

On the curriculum development frameworks, two applicable models include :

1. Tyler's Model: The model, developed by Ralph Tyler, emphasizes the


definition of educational objectives, selecting learning experiences,
organizing these experiences, and evaluation of the curriculum. This
systematic procedure will, therefore, be able to assist educators in Guyana in
developing a curriculum that is responsive to the national educational goals
but yet ecologically appropriate to local needs.

2. Taba's Model: It advocates a bottom-up approach in curriculum


development, which relies on the active role of teachers in developing the
curriculum. Teachers consider learners' needs, set aims, select content, and
organize learning activities. It is particularly true for Guyana, where
curriculum development can be really effective based on the situational
involvement with the contribution of local teacher input. Theories and
models can also teach educators how to design a culturally appropriate
interactive yet efficient curriculum for all types of students in Guyana.

In sum, curriculum development should be a highly consultative activity


bringing together a myriad of stakeholders with diverse perspectives and
areas of technical experience. This would allow the curriculum to be
comprehensive, relevant, and responsive to student and community needs.

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