Curriculum
methods and contents.
- Considered as the blueprint of an educational
program
- Basis for any major curriculum change is
significantly to improve existing curriculum
- A systematic arrangement of the sum total
of selected experiences planned by a school
for a defined group of students to attain the
aims of a particular educational programm
Curriculum change
- Making the curriculum different in some
way, to give it a new position or direction
- Often means alteration to its philosophy, by
way of its aims and objectives, reviewing the
content included, revising its methods and
rethinking its evaluator procedures
- The process of making changes to the
curriculum with the intent of making
learning and teaching more meaningful and
effective
- Helps in the assessment of future needs of
the existing curriculum along with the
determination of what needs to be changed
and the selection of possible solutions to
problems and the means by which the
necessary changes can be achieved
- The process of curriculum change in higher
education institutions, involve an interplay
of global, national and institutional factors
The following are the broad categories of curriculum
change
 Introduction of a whole new degree program or
specialised stream at the undergraduate level.
 Introduction of a whole new (course-work) degree
program at the postgraduate level.
 Introduction of a new subject, or deletion of an
existing subject.
 Change to or within a first-year or other core
subject, such as a change to the first language
taught to undergraduate students.
 Change to or within an elective subject, such as a
change in the choice of AI language used in a third-
year subject.
Why is there a need to change curriculum?
 To restructure the curriculum according to the
needs, interests or abilities of the learner.
 To eliminate unnecessary units, teaching
 To introduce latest and update methods of
teaching and content, new knowledge and
practices.
 To add or delete number of clinical hours of
instruction.
 To correlate between the student’s theory
courses and clinical learning practices.
 To select clinical learning experiences base on
the objectives rather than on the service needs
of the hospital.
 The students themselves receive little or no
experience in assuming responsibilities or in
making choices, everything is decided for
them by the teacher or the administrator.
Factors affecting curriculum change
 Influential or outspoken individuals.
 Financial pressures, including resource
availability.
 Staff availability or workload.
 Employer or industry viewpoints.
 Current or prospective student viewpoints.
 Student abilities or limitations, or intake
considerations.
 Pedagogical argument, or academic merit.
 University or Government requirement or
regulation.
 Professional accreditation needs, or syllabi set
by professional bodies.
 Academic “fashion”, including the desire to
remain in step with other institutions.
Dimensions of Curriculum
Can be classified on a number of dimensions of change
(Hoyle, 1972):
Dimension Range
Rate Rapid or slow
Scale Large or small
Degree Fundamental or superficial
Continuity Revolutionary or evolutionary
 Direction Linear or cyclical When curriculum innovation or change is made in the
classroom, it can enhance the social skills of
students and focus on unique methods for
Types of Curriculum Change teaching historical, technological, organizational or
When making the move to consider changes to a political lessons.
curriculum the people responsible must consider Curriculum innovation encourages educators to
what kinds of change they are going to be making. defy the norm and think outside of the box to reach
The type of change that takes place is going to impact all types of learners with individualized styles
how stakeholders may react (Bennis) instead of focusing on lessons that are effective for just
Planned Change. In this type of change, those who a few average students in a classroom.
are involved have equal power. It is clear what
everyone needs to do. This is the preferred type of
change. People have a voice, they are in agreement, and
everyone is moving together.
Coercion. This type of change has a serious imbalance
of power. One group determines the goals and has
the power. All other groups are excluded from the
discussion and are expected to obey. This is,
unfortunately, an extremely common type of change in
education. Often governments or administrators will
create a curriculum and simply dump it on the teachers.
Without input, there is a high risk of failure because
people need ownership in order to be motivated.
Interaction Change. This approach involves equal
amounts of power among all those who have an
interest. The problem is communication and
execution. The process for implementation is not
thought out and developed. This leads to people who
are willing but unsure of what to do.
An experienced educator has probably seen these
three common types of change. It is important for
administrators and teachers to understand the
dangers to change. Coercion is not going to work
long-term. As soon as the force is removed so will the
conformity of the teachers. Interaction is unsuccessful
not because of a lack of willingness but because of lack
of follow through.
Conclusion
To have success, change must include a commitment
from the teachers as well as clear communication of
expectations. By sharing power and provided clear
direction can help in preventing these common
roadblocks to change.
Changes in curriculum may involve innovation, but in
general, change in terms of curriculum involves
adapting a new educational method and not
necessarily a method with human interaction.