Participants in Curriculum Development

Krishaan Persaud

Devin Anthony

Tonya Mc Donald

Deniesha Benjamin

Taiwo Aprel

Kimberly Cuffy

Introduction to Curriculum: Theory and Planning- EDU 112

Kemraj Dharamawattie

11th November 2024

Curriculum development is a dynamic and intricate process involving the collaboration of

multiple stakeholders, each contributing unique perspectives and expertise to shape students'

educational experiences. In this essay, we will analyze the participants involved in curriculum

development, with a particular focus on the role of teachers within the Guyanese education

system. The objective is to examine how teachers contribute to the curriculum's planning,

implementation, and evaluation stages, the challenges they face in participating effectively, and

the opportunities available to enhance their involvement. By analyzing the roles of various

stakeholders and focusing on teachers' unique contributions, this paper seeks to provide a

comprehensive understanding of the significance of teacher participation in curriculum

development in Guyana.

In this context, teachers play a pivotal role, as they are the individuals most directly

engaged with students and the curriculum in the classroom. Their insights, grounded in everyday

teaching experiences, are essential for ensuring that the curriculum is relevant, practical, and

aligned with student needs. Curriculum development is a collaborative effort involving several

key stakeholders, each with a specific role. In Guyana, these include the learners, teachers,

curriculum managers (school leaders)-Headteacher, parents, community members, and other

stakeholders. The learners play a vital role in this because they are the center of the curriculum

they are the ones who are directly influenced by it, learners at all levels make or unmake the

curriculum by their active and direct involvement. When we move further into the curriculum

development in the teaching and learning process the main focus is the teachers. The teachers are

the curriculum makers, they write the curriculum daily through a lesson plan, unit plan, or yearly
plan, the teachers address the goals, needs, and interests of learners by designing the curriculum

to suit the learner's characteristics. Teachers act as both creators and implementers of the

curriculum. Their expertise in the classroom offers valuable insights into the requirements of

students, obstacles to learning, and successful teaching techniques. In the shaping of the school,

the school administrators or head teacher play an important role, they ensure that the curriculum

is implemented within their institutions, while parents and community leaders offer local cultural

perspectives in creating the school curriculum, they are responsible for any report or complaint

made by parents or teachers and are responsible for reporting same to the Ministry of Education,

it is their duty to support curriculum activities, interpret national trends and ensure that the

instructional program is supervised. In the curriculum, the parents are the resource providers,

they play a part as teachers at home, we then have the community members serve as curriculum

resources, and the success in the implementation of the curriculum requires resources.

Several theories guide the process of curriculum development, helping to define the roles of

stakeholders and the methodologies used. Three key theories relevant to the Guyanese context

are: Tyler’s Objective Model: This theory emphasizes the importance of clearly defined

objectives in curriculum development. According to Tyler, the curriculum should be designed by

first identifying the goals that students are expected to achieve. Teachers play a significant role

in aligning these objectives with student learning activities and assessments, ensuring that the

curriculum is practical and goal-oriented. Stenhouse’s Process Model: Unlike Tyler’s model,

which focuses on outcomes, Stenhouse emphasizes the curriculum as an evolving process. In this

model, teachers are central to curriculum development, as they are seen as active participants

who continually adapt and modify the curriculum based on classroom experiences. This

approach allows for greater flexibility and responsiveness to student needs.

process where knowledge is constructed through experiences. Teachers are not just implementers

but co-constructors of the curriculum, adapting teaching materials and strategies to foster

meaningful learning experiences. In this model, teacher feedback is crucial in refining and

improving the curriculum. The Tyler Model: Also known as the Rational-Linear Model, this

approach involves setting educational objectives, selecting appropriate learning experiences,

organizing these experiences, and evaluating the outcomes. Teachers are key players in

implementing this model, as they interpret objectives and adapt instructional strategies to meet

the needs of their students. The Taba Model: This bottom-up approach emphasizes that

curriculum planning should begin with teachers, who are seen as the best judges of what students

need to learn. Teachers are involved in creating curriculum units and are empowered to develop

instructional materials that fit the specific context of their classrooms. This model promotes

teacher autonomy and professional input in the curriculum development process.

Teachers play a crucial role in planning, implementing, and evaluating the curriculum in

Guyana’s education system. Teachers contribute to the curriculum planning process by sharing

insights about students’ learning needs, strengths, and areas for improvement. This feedback is

essential for developing a curriculum that is engaging, relevant, and tailored to the diverse

backgrounds and abilities of students in Guyana. As the individuals responsible for delivering the

curriculum in the classroom, teachers act as the bridge between curriculum developers and

students. They adapt the curriculum to fit the unique dynamics of their classroom, making real-

time decisions about how best to present content, manage classroom interactions, and foster

learning. Teachers are critical in evaluating the effectiveness of the curriculum through student
assessments and classroom observations. Their feedback on student performance helps

curriculum developers understand whether the objectives are being met and whether adjustments

are needed to improve student outcomes.

In the Guyanese context, teachers' feedback significantly influences curriculum decisions.

Teachers provide practical insights into what works in the classroom, ensuring that the

curriculum remains student-centered. Teacher unions and professional development programs

also play an important role in ensuring that teachers have a voice in curriculum discussions. For

instance, workshops and conferences organized by the Ministry of Education allow teachers to

share their experiences and offer suggestions for curriculum reform.

Despite their important role, teachers in Guyana face several challenges in contributing to

curriculum development, many teachers are overwhelmed by heavy teaching loads, limiting the

time they must participate in curriculum development activities. Opportunities for training in

curriculum design and development are limited, which hampers teachers’ ability to engage fully

in these processes. Top-down decision-making in many cases, curriculum decisions are made by

policymakers without adequate consultation with teachers, leading to a disconnect between the

curriculum and classroom realities. Despite these challenges, there are opportunities to improve

teacher participation in curriculum development in Guyana. Establishing more teacher-driven

curriculum committees, enhancing communication between teachers and policymakers, and

providing better incentives for teacher involvement can all contribute to more effective

curriculum design and implementation.

In summary, teachers play a vital role in curriculum development, contributing to the

planning, implementation, and evaluation of the curriculum in ways that directly impact student

success. Their firsthand experience with students provides valuable insights that curriculum
developers and policymakers must consider. However, the challenges teachers face, including

time constraints, limited professional development, and a top-down approach to curriculum

decisions, must be addressed to enhance their participation. To strengthen the involvement of

teachers in curriculum development in Guyana, it is recommended that the Ministry of Education

invest in more teacher-centered curriculum development processes, increase professional

development opportunities, and foster better collaboration between teachers and other

stakeholders. By doing so, the curriculum can become more relevant, responsive, and effective in

meeting the needs of students.

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