CURRICULUM CHANGE/ IMPROVEMENT

Curriculum Change
Definition: Refers to the basic alteration in the structure and design of learning
experiences based on new conceptions, which may be at the school, district, or national
level.
Curriculum Improvement
Definition: Refers to alteration of certain aspects of curriculum without changing the
fundamental curriculum elements/structures/conception.
Concepts:

 It is a process, not an event-it requires time, energy and resources.

 It is achieved incrementally and entails development in feelings and skills in using new
programs, which should lead to improvement.
 Process of Curriculum Change may be assisted by permissiveness and support in
accordance of with a helpful improvement in Curriculum.
 Changing Curriculum, Changes Individuals.
 At the time of Curriculum Change, it must be necessary in consideration that resources
of implementation of Curriculum are available or not.

 “CHANGE OF KNOWLEDGE”
Successful curriculum development requires better use of ‘change
knowledge’ ‐ failure is often a result of neglecting it. Learning about
educational change and its key features should become integral elements
of any serious curriculum reform process.
 RECONCEPTUALIZING CURRICULUM
Many curriculum reforms are based on how the curriculum has
traditionally been organized. As a consequence, many curricula have
become overloaded, confusing and inappropriate for teachers and
students. Therefore, curriculum orientation should shift from a curriculum
as product model to a curriculum as process model. This would also
transform the role of the curriculum from a purely technical document into
a more comprehensive idea that also serves as guideline for school
improvement.
 SPECIFIC APPROACHES
Changing the way teachers teach and students learn requires specific
approaches. In‐service training of teachers is not enough. If curriculum
reform aims at changing the ways students learn and teachers teach,
more sophisticated implementation strategies are required. Therefore,
helping teachers to create professional learning communities and schools
to learn from each other are recommended approaches.
The Driving Forces of Curriculum Change/ Improvement
1. National Imposition 5. Student Demands
2. Local Need 6. Standards
3. Staff Dissatisfaction 7. Leadership
4. Parental Demands
Types of Curriculum Change/ Improvement
NORMATIVE-RE-EDUCATIVE STRATEGIES
It is based on the rationality and intelligence of humans. This kind of change can
occur by approaching humans convincing them that there is a need to change their
values, attitudes, understanding and skills.
POWER STRATEGIES
Changes should meet the expectations of the superiors who are in a higher
power. Such coerce strategies are used often in schools.
JOHN MCNEIL’S TYPE OF CURRICULUM CHANGE
SUBSTITUTION- In this type of change one element is substituted by the other, i.e. one
course paper/one unit is replaced with another. Mostly, this kind of change is easily
implemented.
ALTERNATION- If some material, content, item or procedure is introduced into the
existing material and is adopted, it is considered alteration.
PERTURBATION- Some changes when introduced disturb the programme for sometime
and then later on they get adjusted or adopted into the programme.
RESTRUCTURING- these changes lead to modification of the system itself. For
instance, team teaching, project method or competency-based teaching and evaluation.
This change is like restructuring.
VALUE-ORIENTED CHANGE- This change basically brings a shift from one’s
philosophy or basic ideology towards a particular auricular prescription or orientation.
Most of them who resist should adjust with the changes and accept the same. The
teachers who cannot adjust their values to such changes may not be retained for long.
Factors Affecting Curriculum Change/ Improvement
1. Does the school have a well-defined philosophy? Is it accepted by the teachers? What
contradictions are there between philosophy and practice?
2. When was the school last evaluated by an outside group? Were there any key
recommendations that were not acted upon?
3. Has the school participated in educational innovations or experiments?
4. Does the school staff participates in professional activities?
5. What provision is made for suitable equipment, facilities and instructional aids?
 6. What evidence is there of poor articulation?
7. To what extent are administrative and supervisory practices democratic in nature?
Stages of Curriculum Change/ Improvement
The First Stage
first stage is that of initiation, in which ideas for change are launched and decisions are
made regarding the nature, direction and extent of change.
Task:
1. Identification of a particular need to change, may be based on evaluation results, or
initiative from concerned individuals or groups
2. Study of alternative and proposals for change
3. Selection of proposed change (either one subject only or in one school only)
The Second Stage
The second stage is said to be one of legitimating, in which the sentiment on
behalf of change is being communicated.
Task:
4. Pilot study design
5. Appraisal of data from pilot study, and the corresponding, necessary modification if
any.
6. Continuous study by concerned staff through adequate in-service activities and help
of any consultant.
The Third Stage
The third stage involves congruence of the separate systems of values held by the
person or persons seeking to create change and by the person or persons who are the targets
or human subjects of the proposed change.
Task:
7. Decision to adapt, adopt or reject
8. Integration into the school system