CURRICULUM CHANGE, EVALUATION , ROLE OF FACULTY, STUDENTS,

ADMINISTRATORS

INTRODUCTION:

A worthwhile curriculum is never static, it is supposed to be dynamic; when analyzed the

intended objectives, the learning experience, the content, and the methods of evaluation
are parts or steps in curriculum development and have continued to change. What should
be borne in mind is that curriculum innovation entails the introduction of new ideas and
practices in anyone part of the curriculum; it means to renew an existing curriculum or add
something new to the curriculum so as to make it more relevant to the varying needs and
aspiration of the learners, and to the ever changing needs of the society

MEANING OF CURRICULUM:

Curriculum in its literal sense is a pathway towards a goal. Curriculum is derived from Latin
word “Currere” means ’the race, the path or rhe runway’ which one has to follow to reach a
goal applied to study. Hence curriculum is total structure of ideas and activities.

Curriculum could be defined as the planned and or unplanned learning experiences or

activities which a child is exposed to at the course of his development.

DEFINITION OF CURRICULUM:

According to Florence nightingale international foundation, “curriculum is a systematic

arrangement of sum total of selected experiences planned by a school or a defined group of
students to attain aims of a particular educational programme.

According to Doll 1982, curriculum is the formal and informal content and process by which
learners gain knowledge and understanding, develop skills and alter attitudes, appreciations
and values under the auspices of the School.

CURRICULUM CHANGE:

Curriculum Change refers to a replacement that supersedes the previously planned

curriculum. The action of adding, dropping or modifying aspects of the curriculum is
referred to as curriculum revision or change.

FORMS OF CHANGE:

Change can occur in the following forms (University of Zimbabwe, 1985) :

Substitution. : In this change, one element replaces another previously in use. Examples are
new textbooks, new equipment or the replacement of teachers and administrators.

Alteration.: This involves change in existing structures rather than a complete replacement
of the whole curriculum, syllabus or course of study.
Addition. : This is the introduction of a new component without changing old elements or
patterns. New elements are added to the existing programme without seriously disturbing
the main structure and content of the prescribed curriculum. These could be support inputs
such as audio-visual aids, workshops and equipment.

Restructuring.: This involves the rearrangement of the curriculum in order to implement

desired changes. It may also involve the sharing of resources among a group of schools or
institutions.

NEED FOR CURRICULUM CHANGE:

 To restructure the curriculum according to the needs, interests or abilities of the

learner.
 To eliminate unnecessary units, teaching methods and contents.
 To introduce latest and update methods of teaching and content, new knowledge
and practices.
 To add or delete number of instructional hours.
 To correlate between the student’s theory courses and clinical learning practices.
 To select learning experiences base on the objectives rather than on the service
needs of the instructional.
 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 INFLUENCING CURRICULUM CHANGE:

Okeke (1981) gave five factors that influence curriculum change as follows.

1. Change in objectives of education arising from change in social values, social beliefs,
traditions and culture.
2. Change in the nature of knowledge
3. Change in learning process
4. Change in the system of education
5. Change from curriculum evaluation

PLANNING AND EXECUTING CHANGE:

For the change to be implemented in the curriculum, a process has to take place. This
process involves four major factors. According to Bishop (1986), cited in “Curriculum
Implementation”, these factors include:
 The change agent: The change agents include teachers, school heads, local authorities
or the Ministry of Education. The agent initiates the innovation or curriculum change
in general.
 The innovation : This involves executing the change itself; that is, putting it into use
or operation.
 The user system:  This relates to the person or group of people at which the
innovation is directed, such as students and teachers.
  Time: Innovation is a social process, which takes place over a period of time.

These factors interact with change and are changed by each other during the process of
innovation. It is also important to note that the curriculum change agent is involved with the
process, the planning and the strategies, and is frequently the user of the innovation.
STRATEGIC MANAGEMENT OF CURRICULUN CHANGE PROCESS
1. Environmental analysis; the internal and external environment which can influence
the school is monitored and information is procured and processed for planning.
2. Systematic planning and Structuring; based on the reflection on the information of
an environmental analysis, a course of individual/programmes/school actions is
predetermined and all the necessary jobs, relationships and resources are arranged
for accomplishment of programmed school objectives.
3. Appropriate staffing and directing; competent people are developed for positions
and helped to bring about purposeful actions towards individual/programme/school
objectives according to plans.
4. Constructive Evaluation and controlling; by establishing reporting system and
performance standards, implementation of plans at the
individual/programme/school levels is monitored and performance at all these levels
is evaluated in order to ensure progress towards planned objectives.

Teaching and learning in Schools are expected to be in line with the demands of
curriculum innovations. Team buildings, teacher empowerment, delegation of authority,
garnering support for schools programmes, use of Information Technology and increased
community participation in provision of curriculum resources are parts of management and
implementation of curriculum change process Obanye, (2003).

The need to bring about efficient and effective management of curriculum change
becomes necessary in view of the fact that it is extremely difficult to discuss educational
development in isolation without mentioning curriculum change and reform.

IMPLICATIONS OF MANAGEMENT OF CURRICULUM CHANGE:

 Provides the important human resources in terms of participants’ time, experience.

Knowledge and skills for better planning and implementation of curriculum change.
 Produces high quality decisions and plans of change by involving different
perspectives and expertise;
 Promotes greater responsibility, commitment and support to implementation and
results of curriculum changes;
 Builds culture which contributes to team spirit and organizational integration in
school;
 Provides opportunity for individuals and groups to enrich their professional
development;
 Provides more information and greater opportunities to overcome technical and
psychological resistance and change ineffective practices at different levels;
 Helps to ensure congruency between curriculum change and teacher development
and across levels, which is critical to effective change management Cheng, (1994).
  Participation of those concerned can enhance quality assurance and standard in
their competence.
 provides a basic mechanism for continuous curriculum and teaching competency
Cheng (1989), this involves inevitably, transformation of teachers’ behavior, skills,
motivation conceptions and beliefs about curriculum change, teaching and learning
development;
 It also involves changes occurring in the process of production, the personnel,
equipment/ machinery, hours of work, and procedures of work.
 New operations bowing to new institutional objectives which will have to replace the
previous objectives, the new operation will depend on whether there is adequacy of
resources or not, whether there is readiness on the part of the workers or not and
whether employee’s attitude to change is positive or negative.
 Newly mounted programmes conforming with the skills ability and competences of
the employees; this means that before programmes are mounted a crash
programme of training or workshop lasting several weeks will be arranged to enable
employees become familiar with operational processes of the new programmes; this
again calls for adequacy of resources, readiness and employees’ attitude to change;
their willingness to adapt to change must all be considered.
 Assurance of availability of resources and facilities to be used and to fit the new
change before the change is launched. The old equipment and facilities may not fit
and may not be useful for the change programmes. This new equipment and
necessary materials will be procured to match the changed process.
 Study programmes changing as a result of change; this implies that the new students
have to be admitted based on the new programmes while phasing out gradually the
already admitted students on existing programmes; the newly admitted students will
form the nucleus of the new programme (learners) and they will be pioneers of the
change. If the existing staffs are not suitable to bring about effective teaching/
learning for the new programme, new staff who have the quality and standard to
teach the new programmes will have to be employed, while the existing staff may be
laid off or be retained, if they accept to remain, they have to be retained to fit the
requirements of the new change.
 Increase in enrolment which brings about increase in students population. A new
organizational structure will be compelling to replace the existing one.
 It also involves invitation of a new system of funding.

LIMITATIONS OF CURRICULUM CHANGE:

There are many constraints on revision of the curriculum. Some of these are:
 Limitations of resources such as time, finance and energy.
 Lack of motivate to change the curriculum.

CURRICULUM EVALUATION:
MEANING AND NATURE OF EVALUATION:
Evaluation is a continuous process of inquiry concerned with the study, appraisal, and
improvement of all aspects of the education program.

“It is the process of determining the changes in the child as a result of teaching and his
experiences.”

“It is a systematic attempt at ascertaining the amount of progress made in the educational
of the child toward the realization of objects of education.”

It is an act of judging the child’s acquisition of all forms of learning outcomes based not only
on the definitive data of the child’s subject matter achievement in the learning of facts,
skills, and abilities but also or descriptive, qualitative and data about his personality changes
such as social attitudes, interest’s, ideals ways of thinking, work habits, and personal and
social adaptability.

PRINCIPLES OF EVALUATION:

The greatest benefit can be secured from an evaluation program by following certain
general principles:

1. Evaluation should be in terms of the extent to which the pupils have attained the
objectives of education. These objectives include not only mastery of subject matter but
also the growth in physical and mental health, ability to get along with others, use of critical
thinking to solve problems, efficiency in using skills, competency in the creative arts, wide
interest in many fields of human endeavor, ability to use knowledge gain.

2. Objectives should be defined in terms of pupil behavior. This refers to a behavioral

analysis of what a pupil should be able to do after successfully completing a unit of
instruction. Behavioral analysis is the breaking down of higher level objectives into
component parts, each of which must be mastered to eventually lead to a final behavior
expected of the pupil.

3. Evaluation is an integral part of the educative process. The teacher should guide every
experience in terms of the needs and interests of the group as seen in life situations.
Evaluation forms the basis for decisions as to the nature of the next experience needed by
the learner. The day-to-day appraisal helps the teacher in deciding how to guide on-going
experiences and when to introduce new ones.

4. The evaluation program should be cooperative. Learners, teachers, and parents should
participate in the process of evaluating educational objectives.

5. Records should give a completely picture of each child. Growth as a continuous process
can be seen only when adequate records give a complete picture of the child as he develops
under the care of the teacher. Records, however, should not be considered as ends but as
service tools to help the teacher understands the learners to interpret behavior, and to
define immediate and long-term needs.
 6. Evaluation should be comprehensive. It should take into account the learner’s individual
character, his background, and the immediate environmental factors. Data should include
the individual’s health physiologic needs, emotional adjustments, mental characteristics,
talents and aptitudes, values and attitudes, social relationship and competence, ability to
function effectively in his environment and in the whole realm of his interest, aspirations,
and goals. Records should show the learner as a developing personality, including both
positive and negative aspects of the learner’s development.

7. Evaluation uses a variety of instruments, tools, and techniques. These instruments

should be valid, reliable, and practical from the standard points of time, effort, and facilities
of the school. There are teacher made and standardize tests, anecdotal records, rating
scales, samples of pupils work, sociograms, diaries, and journals. The teacher should choose
the technique suited to the individual pupil concerned and to the specific purpose foe which
the evaluation is being made.

8. Objective measurement and subjective judgment are both essential in evaluation.

Records should be specific and as, far as possible objective. Subjective estimate are made
objective by the inclusion of specific incidents and illustrations.

9. Diagnosis and remedial work are phase of the evaluative process. Test results should be
used for the improvement of instructions. Results should be carefully interpreted and
necessary follow-up work should be done accordingly.

10. Evaluation should be descriptive. Although the uses of terms like superior, good,
average, and poor is better than the use of figures, these terms still leave much to be
desired from the standpoint of evaluation. A descriptive concrete statement about the child
is more meaningful and significant to teachers, to parents, and to children than any blanket
judgment that merely indicates that the child has passed.

MEANING OF CURRICULUM EVALUATION:

According to Gatawa (1990: 50), the term curriculum evaluation has three major meanings:
• The process of describing and judging an educational programme or subject.
• The process of comparing a student’s performance with behaviourally stated objectives.
• The process of defining, obtaining and using relevant information for decision-making
purposes.

The first activity involves the collection of descriptive and judgemental information for the
purpose of establishing whether an educational programme or project is doing what it is
expected to do. The evaluator pronounces judgement at the end of the exercise.

The second activity involves comparing the performance of one or more students with set
standards. Such an evaluation determines the extent to which the objectives of a learning
activity are being realised. This is the kind of evaluation teachers conduct on a daily basis.

The third activity is concerned with the identification of deficiencies in an educational

programme or syllabus for the purpose of effecting revision and improvement.
Data is collected for passing judgement, to identify deficiencies in programmes and
to analyse programs in order to determine alternatives or find appropriate interventions.

DEFINITION OF EVALUATION:
 “Evaluation is the process of determining to what extent the educational objectives
are realized.” –Ralph Tyler
 “Evaluation is essential and never ending process , vicious cycle of formulating
goals ,measuring progress towards them and determining the new goals which
emerge as a result of new warnings.”
-Chara . M

USES OF EVALUATION:
Evaluation is used to:
• select appropriate content based on the aims and objectives of the curriculum;
• select appropriate methods to address the content and purpose;
• check the effectiveness of methods and learning experiences used;
• check on the suitability and the appropriateness of the curriculum in answering social
needs;
• give feedback to the planners, learners, teachers, industry and society; and
provide a rationale for making changes.

CURRICULUM EVALUATION APPROACHES:

Gatawa (1990) has identified five curriculum evaluation approaches:
1. bureaucratic evaluation
2. autocratic evaluation
3. democratic evaluation
4. norm-referenced evaluation
5. criterion-referenced evaluation.
Bureaucratic Evaluation
This evaluation is usually initiated by the government or the Ministry of Education. In your
circumstances, the Ministry of Education could evaluate a course of study or subjects taught
in schools to find out whether they need improvement or modifications. The results of the
evaluation are used by the Ministry of Education or the government.
Autocratic Evaluation
This evaluation focuses on what is considered to be the educational needs of a curriculum.
Governments or ministries usually ask independent evaluators such as consultants to
conduct this evaluation. The government or ministry is not obliged to accept the results of
the evaluation.
Democratic Evaluation
This focuses on the experiences and reactions the curriculum initiators have had with the
programmes or project being evaluated. In this approach, the evaluation does not lead to
firm recommendations to be considered by the initiators or programme implementers.
Norm-Referenced Evaluation
This evaluates students’ performance relative to other students’ performance. The
performance of current students or of previous students can be compared.
Criterion-Referenced Evaluation
Criterion referencing measures students’ actual performance and compares it with the
objectives of instruction identified in the syllabus.

FUNCTIONS OF CURRICULUM EVALUATION :

Urevbu (1985: 64-70) has also identified some functions of curriculum evaluation:
I. Decision Making
With respect to the first function, Partlett and Hamilton, in Urevbu (1985: 64), argue that
the principal purpose of evaluation is to contribute to decision making. In our
circumstances, curriculum evaluations are conducted in order to correct deficiencies, make
improvements and establish new priorities. For meaningful decisions to be made, they must
be supported by evidence from evaluation exercises.
II. Self-Evaluation
This puts you, the teacher, at the centre of the evaluation exercise. You are a curriculum
developer indulging in research based teaching. The advantage of self-evaluation is that it
allows you to change the curriculum or instructional strategies if evaluations show that they
could be more effective.

FOCUSSES OF EVALUATION:
Evaluation generally focuses on the whole curriculum or aspects of it such as objectives,
content, methodology and outcomes.
 Curriculum Objectives
These have to be evaluated because they are the foundation on which the curriculum
programme or project is frequently based. In order to conduct evaluations on objectives, a
number of questions must be asked.
• Are the objectives worthwhile?
• Can they be achieved?
• What are the expected outcomes?
Also, objectives have to be evaluated because curriculum content, methodologies and
materials are designed to fit objectives. Teachers use curriculum objectives to guide
classroom activities, hence the need for evaluation.
 Curriculum Content and Methodology
The content must be evaluated in order to establish whether it is relevant to the needs and
aspirations of the society. When evaluating curriculum content, the focus should be on the
effect it has on learners. It is important to determine whether the methodology is consistent
with the curriculum objectives and appropriate for the content.
 Curriculum Outcomes
The evaluation of objectives, content and methodology are conducted simultaneously as the
evaluation of outcomes. The purpose of this evaluation is to supply curriculum designers
with information that can be used in improving the curriculum as a whole.

FORMS OF CURRICULUM EVALUATION:

In the context of curriculum evaluation, there are formative and summative evaluations.
Both can be conducted to provide information necessary for effective decision making
A. Formative Evaluation:
The term ‘formative evaluation’ was originally coined by Scriven (1973) to classify evaluation
that gathered information for the purpose of improving instruction as the instruction was
being given. The performance of the learner was the primary focus in Scriven’s version of
formative evaluation. Information about the learner’s immediate retention of skills and
knowledge, retention over time and attitudes were used to shape instruction as it
proceeded. Formative evaluation was considered to be an integral part of instructional
design and delivery.

In our curriculum context, formative evaluation can be considered to be the process that
looks for evidence of success or failure of a curriculum programme, a syllabus or a subject
taught during implementation. Formative evaluation answers two questions:
• Is the instruction successful?
• If it is not successful, what can be done to avoid failure?

It ensures that all aspects of the programme or project are likely to produce success. It
provides information that can be used to stop doubtful projects from being implemented. It
is therefore a conceptual and physical exercise that is carried out before a programme
comes to an end.
B. Summative Evaluation:
This type of evaluation assesses whether or not the project or programme can perform as
the originators and designers intended. It considers cost effectiveness in terms of money,
time and personnel. It also assesses the training that teachers might need in order to
implement a program successfully. It determines whether a new curriculum programme,
syllabus or subject is better than the one it is intended to replace or other alternatives. It is
usually conducted at the end of the programme cycle.

Formative and summative evaluations can take place wherever an evaluation exercise is
conducted. They can be conducted on educational projects and programmes existing in the
curriculum or on the teaching of individual subjects in the school systems.

CURRICULUM EVALUATION METHODS AND TOOLS:

A variety of methods and tools can be used to conduct evaluations, including the following:
• observations
• interviews
 Tests
 questionnaires.

The observation, interview and questionnaire techniques can be used when evaluating the
entire curriculum as well as specific curriculum programmes or projects.
One technique that is usually used to evaluate the outcomes of curriculum programmes is
subjecting students to structured tests. Students’ academic performance is usually
evaluated by using this technique. Also, the content of a subject matter can be evaluated by
testing students in its various content areas. Results from this type of evaluation are given
to curriculum designers to enable them to review the subject areas affected and make
necessary changes and improvements

ROLE OF FACULTY ,STUDENTS,ADMINISTRATORS IN CURRICULUM CHANGE:

Role of the Faculty Member in Change:

 The successes and failure of a school does not rest solely on the leaders of the school.
Team of dedicated educators play very important role in curriculum change. Co-
responsibility should be accepted by a dynamic team of educators and faulty members
.Faculty members play a crucial role in transformation and growth of our society through
constructive work.

 Teachers act as change agent where they find themselves at forefront of educational
change.
 To lead in reviewing the faculty plan annually
 To lead in developing within the faculty appropriate resources for a full range of
ability reflecting the school’s commitment to personalizing learning and equal
opportunity.
 Participate in strategic development of whole school priorities.
 Be aware of and promote career opportunities in subjects and advice students on
further and higher education courses.

Role of students in curriculum change:

Learning can be defined as the modification of behavior through practice, training, or

experience. Learning is a part of education and education is part of the culture. The
stakeholders, in education are: parents, teachers, governments, students etc.

According to few opinions, students don't actually have chance in developing their
curriculum in education because, it is believed that those who am expert in various courses,
related . to student education and society in general are the people that speak and
determine what to be included in the curriculum on behalf of the students.

On the other hand, if we visualize student as change agent and involve them in curriculum
change results can be dynamic. A school curriculum is according to the societal needs. The
outcome is based on what the society want at a particular point of time. Hence student
should be allowed to contribute In curriculum.

 A periodical courses evaluation can provide an answer to where there is deficiency in

the curriculum.
 Student should be involved in developing managing curriculum.
 Student being the centre point of the curriculum implementation should be including
their society at the point of curriculum development.
 Student's participation in curriculum development process can add quality to
curriculum .
 Incorporating students in curriculum planning can help them their goals of teaming
and can make the actual need based.
 Students should be the member of the curriculum change team so that they
represent the suggestion and ideas of the student community.

Role of Administration in Curriculum Change :

The administration provides their staff with overview of the assessment throughout the
institution. The administration provide guidance in the student assessment by ensuring
links between classroom practice and standard at the national , state and local level.The
administration initiates and supports a dynamic approach to curriculum planning. The
administration must reevaluate their view about staff development

• Provide accurate information for completion exam entries, class and set lists, reports,
alma, review, option choice booklet and any other information as requested by the Head.

• Ensure that there is an effective faculty procedure to cover situations of all kinds.

• With the faculty team, to ensure that classrooms used by the team are kept in good order
and efforts are made to display students' work and any relevant commercially produced
items.

• Oversee the arrangements for pupil visits of all kinds.

• Work with the teacher in examinations to ensure proper conduct of public examinations
in faculty subiect(s).

• Be actively involved in recruitment of staff

CONCLUSION:

Changes in the curriculum will provide a new position or direction to our profession in the
modern world. It is unlikely that the rate of change will ever slow down to give the stable
periods that were common in the past, so the implication is that we have got to get used to
living with rapid change and adjust accordingly.
BIBLIOGRAPHY:
 https://www.academia.edu/23348169/Curriculum_change_models
 Cheng, Y.C 1989. Organisational Culture: Development of a theoretical Framework
for Organisational Research, Educational Journal 17(2), 29-41.
 Cheng Y. C.1994. Effectiveness of Curriculum Change in School, An Organisational
Perspective,
 International Journal of Education Management MCB University Press, 8(3), 30-36.
 Doll, R.C. 1982. Curriculum Improvement: Decision Making and Process. 5 th ed.:
BOSTON: Allyn and Bacon.
 Johnson, M. 1964. Professional Handbook for teachers. OWERRI: NUT Imo State
Wing
 Okeke, E.A.1981. The Dynamics of Curriculum Revision. In Curriculum Developments
for Africa. Ed.: Onwuka, U. ONITSHA: African Publishers Ltd.
 Ughamadu K. A. 2006. Curriculum: Concept, Development and Implementation.
LINCEL Publishers.