Topic 9

Curriculum Issues
and Trends

By the end of this topic, you should be able to do the following:

1. Explain how the information age, changing workplace,
mass media, and greater democracy impact curriculum
development.
2. Evaluate efforts by schools in catering to individual
differences.
3. Justify the importance of character education in the
curriculum.
4. Support performance assessment as an alternative form of
evaluating students.

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238 TOPIC 9 CURRICULUM ISSUES AND TRENDS

Topics 2, 3 and 4 discussed the factors influencing curriculum. We examined the

curriculum development process in Topics 5, 6, 7 and 8. In this topic, we will
focus on certain curriculum issues, which will be discussed in Topic 10. There
are different opinions on the direction education should take. Library shelves
are filled with documents and books describing current and anticipated societal
changes and how education and curriculum should respond accordingly.
Despite differing opinions, there is consensus on the broad trends that are likely
to have a major impact on the curriculum.

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 TOPIC 9 CURRICULUM ISSUES AND TRENDS 239

ACTIVITY 9.1

Read the newspaper report and answer the following questions:

Developing More Technopreneur

The task of developing a strong
pool of technopreneurs in the
country is important to ensure the
sustainability of the information
and communication technology
(ICT) sector and to create wealth
for the local sector in the future.
According to Dr. Wilson Tay,
Vice-President in-charge of
Technopreneur Development,
Industry Development, Division
of Multimedia Development
Corporation (MDC), „there is
always the question posed as to
whether technopreneurs are
created by nature or nurtured‰.
The drive of entrepreneurship,
which is needed to create
technopreneurs for the country,
can be taught at schools and
universities through engaging
students with a passion for
business said Tay.
Here various methods can be
introduced such as entrepreneurial
or business projects for students
to gain experience and learn to
create, start-up, commercialise and
manage their enterprises.
„As they have little life experiences,
they have to learn by experience and
doing, and also through mentoring
by more experienced entrepreneurs
who serve as their business coaches
and models‰, said Tay.
Other skills and knowledge that
can be picked up include how to
develop a business plan and
understanding of the commercial
viability of the business venture
and how to grow the venture.
These, according to Tay, can be
taught through action learning and
experimental programmes, and also
through business coaching and
mentoring.
Apart from developing a culture
for learning entrepreneurship, a
conducive environment is also
important to create and nurture
technopreneurs for the local ICT
sector.

Source: Sharifah Kasim (2005, March 3). Venturing into technopreneurship.

CompuTimes, New Straits Times

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240 TOPIC 9 CURRICULUM ISSUES AND TRENDS

(a) What is your opinion of the following statement?

„⁄..there is always the question posed as to whether

technopreneurs are created by nature or nurtured‰.

(b) List the strategies suggested to develop technopreneurs.

(c) Suggest other ways of developing technopreneurs.

Share your answers with your coursemates in the myINSPIRE online

forum.
9.1

CHALLENGES IMPACTING CURRICULUM

The world is changing rapidly, and each day the pace quickens. Many nations
are striving to achieve the status of a modern and prosperous state. The rate at
which such status is achieved varies, with some countries getting there earlier
than others. Decentralisation and empowerment should go in tandem to
develop a nation. Hence, this process can be achieved through industrialised,
computerised, and practised modern agriculture. As Naisbitt and Aburdence
(1989) pointed out, the shift will be towards self-help rather than welfare,
networking rather than hierarchy, and a global economy rather than a national
economy. Decisions will have to be made based on consideration of multiple
options rather than an either/or situation. These developments have prompted
society to ask whether the next generation is adequately prepared to meet
these challenges, which invariably refers to the education system. There are
four main challenges that are faced by the education system and have an impact
on the curriculum (refer to Figure 9.1).

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 TOPIC 9 CURRICULUM ISSUES AND TRENDS 241

Figure 9.1: Some Challenges Impacting Curriculum

9.1.1 Information Age

It has been reported that more information has been produced in the last
decades. In the United States alone, as many as 50,000 books are published
annually, and the amount of information doubles every five years. All information
is available to anybody, anywhere and anytime. The information can be accessed
at the fingertips in all fields. A new disease called „information anxiety‰ has
emerged, defined as the ever-widening gap between what one understands
and should understand (Wurman, 1989). It is the helplessness of being unable
to cope with much information. In addition, the frustration at never finding
the time to mull over the mass of information. Has the current curriculum
in educational institutions taken into consideration these developments? Do we
know how to respond to these developments?

9.1.2 Changing Workplace

Automation and computerisation are another development that rapidly changes
the workplace and the types of jobs performed. It has been suggested that
more individuals will change careers 5 to 8 times in their lifetime. The new
generation will have to continuously learn, unlearn and relearn. Occupations
and careers in the information age and the knowledge-based economy will
revolve around the processing and management of information. The shift
towards knowledge-based jobs will require people who can acquire new skills
and knowledge efficiently and effectively. Brain power will be the dominant force,

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242 TOPIC 9 CURRICULUM ISSUES AND TRENDS

and machines and automation will perform muscle power. The future workforce
will need to acquire skills in shorter periods and at a faster rate. This skill is
necessary to keep pace with knowledge quickly becoming obsolete, emphasising
the need for lifelong learning to stay competitive and relevant.

9.1.3 Mass Media

Increasingly, more people have access to television channels, and internet
entertainment is within easy reach to many households. The onslaught of the
media 24 hours a day and 7 days a week has brought positive and negative
content with it. The average household is bombarded with hours of Western
and American movies, music and advertisements; some of which may challenge
and erode traditional values held by many societies. Increasingly, violence,
sex, horror, racism, extremism, stereotypes and misinformation are portrayed
in the different types of media. Attempts to „scramble‰ and censor transmission
through the airwaves have been a losing battle. A plethora of forces is competing
for the attention of children, adolescents and adults. Are schools adequately
preparing children with the skills and knowledge to make wise decisions?

9.1.4 Greater Democracy

More and more countries are moving towards a democratic system of government.
With it comes the practice of free enterprise, which may be alien to some people
from a centrally planned economy. Democracy and the free enterprise system
require greater involvement of ordinary citizens in decision-making. Relying on
a few selected leaders to decide what is best for the people is slowly giving way
to more „bottom-up involvement‰. However, involvement in the governing
process will only be effective if the young are prepared for such roles. The ability
to think is imperative for participation in the democratic process. This process
is crucial because it helps citizens form intelligent judgements on public issues
and thus contribute democratically to solving social problems (Glaser, 1985).
In a democracy, citizens should think deeply about important issues affecting
themselves and society. They should be able to think critically, transcending
ethnic, cultural and religious barriers.

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ACTIVITY 9.2

1. How do you think the changing workplace will impact school

curriculum development and design?

2. List the kinds of knowledge and skills that students will require
to participate in the democratic process effectively and counter
the forces of the mass media.

Share your answers with your coursemates in the myINSPIRE online

forum.
9.2

CURRICULUM ISSUES

We often hear educational systems claim that they cater to learner differences.
This diversity would include gifted students, at-risk students and students
with disabilities. Some schools have divided classes according to academic
performance, while others have grouped students of varying abilities in one class.
Debate is continuing on the merits of each approach, with its proponents
arguing the benefits of each method. Though students have been divided
according to ability, the one-size-fits-all curriculum continues to be implemented.
Then, there is the issue of students with disabilities, such as the physically
challenged. Should they be kept in a class with others of similar abilities or be
included with normal students without disabilities?

9.2.1 Differentiated Curriculum for the Gifted

The purpose of a differentiated curriculum is to provide appropriate learning
opportunities for gifted and talented students. The rationale for such an approach
is because of the capacity of gifted students to learn faster, solve problems
more readily, and grapple with abstract ideas. Gifted students need the
opportunity to work through the curriculum at a quicker pace since they take
less time to acquire the basics. When tasks are consistently too easy, boredom
sets in inhibiting the gifted students motivation to learn and eventually may
affect their academic achievement. Students differ in readiness, needs, interest,
and abilities. A differentiated curriculum is designed to tap into these differences
and academic diversity.

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244 TOPIC 9 CURRICULUM ISSUES AND TRENDS

What is the differentiated curriculum? It is not about giving advanced students

extra mathematics problems, extra readings, more independent study, or freedom
to do their things. They have mastered the basics. Curriculum differentiation is
a broad term referring to the need to tailor teaching environments and practices
to create appropriately different learning experiences for different students.
It is a philosophy of teaching in which teachers modify lessons to meet the
needs, interests, and abilities of gifted and talented students. Gifted and talented
students are those whose potential is distinctly above average in one or more
of the domains of human ability: intellectual, creative, social and physical, that
places them at least among the top 10% of their age peers (Tomlinson, 2000).
Numerous models of curriculum differentiation cater to the range of individual
differences in the classroom. These models show how an existing curriculum,
such as science, economics or history, can be modified, extended or adjusted
to cater to the needs of gifted students. This topic discusses the model proposed
by Maker (1982), which has been adopted in many American school systems
(refer to Figure 9.2).

Figure 9.2: MakerÊs Differentiated Curriculum Model (1982)

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 TOPIC 9 CURRICULUM ISSUES AND TRENDS 245

Maker (1982) introduced a very practical model of curriculum differentiation.

He has shown that content can be adjusted to accommodate the ability of gifted
students to manipulate abstract ideas and deal with complexity. The process
component of the model involves the methods and learning activities used by
teachers to present information, the questions asked of students and the
mental and physical activities expected of them. The emphasis is on higher-level
thinking, creative problem-solving, decision-making, planning and forecasting.
Concerning the product component, students would be allowed to create
products that solve real-world problems. It is also important to provide students
with the opportunity to present work to various audiences for constructive
appraisal. Gifted students benefit from negotiating evaluation criteria and being
involved in the evaluation process. However, Maker (1982) argues that not
everything in the curriculum needs to be modified or adjusted; only those that
will lead to meaningful outcomes for gifted students should be incorporated.

9.2.2 Compensatory Education

As primary education is made accessible to more children, an increasing number
of children from disadvantaged backgrounds are entering schools. These are
students from poor socio-economic backgrounds with a common language
and quantitative literacy skills. They also have limited English proficiency
and learning styles that are not conducive to success in traditional learning
environments. In the formal schooling context, being different has too often
meant being deficient, and being deficient has meant „being at risk of academic
failure.‰ What can be done to effectively engage and educate students who are
at risk of low achievement, failure and, eventually, dropping out of school?

Compensatory education was initiated in the 1960s and 1970s. It is to help chronic
underachievers and equalise educational resources and opportunities across
schools. It was introduced based on the assumption that many students, because
of poverty and low academic achievement, are disadvantaged and should be
provided with extra help and programmes to „compensate‰ for the disadvantages.
Two common strategies adopted were grouping and retention (refer to Table 9.1).

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246 TOPIC 9 CURRICULUM ISSUES AND TRENDS

Table 9.1: Strategies in Compensatory Education

Grouping Retention

Students are placed in homogeneous This is the practice of holding back

learning groups within a grade or
classroom according to their academic
performance. The grouping of students is
designed to enable teachers to more
efficiently match content with studentsÊ
ability levels and learning paces. The
labels used for this practice are „ability
grouping‰ and „tracking‰.
students who fail to demonstrate the
required level of achievement. Research
indicates that retention, as it is currently
practised in most schools, has few
positive and mostly negative effects on
student learning (Shepard & Smith, 1989).

Ability grouping has been criticised

because poor and disadvantaged students
are disproportionately represented in
low-ability classes. The stigma of being in
such classes has produced a poor climate
for learning and lower expectations for
student achievement. Students in these
classes are reported to have low self-
esteem and are the source of discipline
problems. In addition, teachers have not
been adequately trained to teach such
groups and instead implement teaching-
learning strategies similar to high-ability
groups.

Of late, there has been a shift in thinking about compensatory education and
its strategies. Among the emerging strategies suggested and adopted to solve
the problem of academic under-achievement in schools are:

• Compensatory education programmes focusing only on improving basic

skills should emphasise higher-order thinking and problem-solving skills.

• Less emphasis should be on compensating for what poor childrenÊs lack,

and greater emphasis should be given on teaching-learning techniques.
These techniques use studentsÊ strengths and experiences as stepping
stones for further learning.

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 TOPIC 9 CURRICULUM ISSUES AND TRENDS 247

• Mainstreaming should be encouraged. Mainstreaming or inclusion is an

educational method that includes many different kinds of learners
(including students with learning disabilities) in the same classroom.
Separating them according to their learning abilities should be discouraged.
In the mainstream classroom, all students, regardless of ability levels,
learn together in the same classroom. The purpose of mainstreaming is to
give every student a typical classroom experience. Teachers need to be
trained to use teaching methods that provide different things for different
students, ensuring something for everyone. Students may be divided into
groups and provided with diverse learning situations. Mainstream classrooms
have specialised equipment and learning materials at hand. For example,
there might be various books for different reading levels.

• Early prevention targeted at young children is advocated to reduce the

inequalities of academic performance through the grades. Preschools and
kindergartens must be more accessible to children from poor socio-economic
backgrounds. Preschools should aim to develop language skills and
social competencies of disadvantaged children to help them enter school
at the same level as their more advantaged peers. For example, the Head
Start Project started in the United States in 1965. The schools provide
preschool and kindergarten children with the opportunities available to
millions of young children to prepare them to enter the main school system.

SELF-CHECK 9.1

1. What is differentiated curriculum? What is the rationale for such

a curriculum?

2. Explain the TWO common strategies adopted to help low achievers

in schools.

3. What are some emerging trends in helping low achievers?

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248 TOPIC 9 CURRICULUM ISSUES AND TRENDS

ACTIVITY 9.3

1. Do you agree with mainstreaming? Justify.

2. „No child left behind.‰ Do you agree with this statement?

Discuss these with your coursemates in the myINSPIRE online forum.

• The education system is faced with four main challenges: the information
age, changing workplace, the mass media, and greater democracy.

• The differentiated curriculum aims to provide appropriate learning

opportunities for gifted and talented students. It is a philosophy of teaching
in which teachers modify lessons to meet the needs, interests, and abilities
of gifted and talented students.

• Compensatory education was introduced based on the assumption that

many students are disadvantaged and should be provided with extra help
and programmes to „compensate‰ for the disadvantages. Two common
strategies adopted were grouping and retention.

Changing workplace Mainstreaming

Character education Performance assessment
Compensatory education Retention
Culture of thinking Role of the mass media
Differentiated curriculum Schools for all
Grouping Technology-based learning
environment
Information age

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Glaser, E. M. (1985). Educating for responsible citizenship in a democracy.

In National Forum (Vol. 65, No. 1, p. 24). Honor Society of Phi Kappa Phi.

Maker, C. J. (1982). Curriculum development for the gifted. Aspen Systems.

Naisbitt, J., & Aburdene, P. (1985). Re-inventing the corporation. Warnerbooks.

Shepard, L. A., & Smith, M. L. (1989). Flunking Grades: Research and Policies
on Retention. Education Policy Perspectives. The Falmer Press, Taylor &
Francis.

Tomlinson, C. A. (2000). Reconcilable differences: Standards-based teaching

and differentiation. Educational Leadership, 58(1), 6–13.

Wurman, R. S. (1989). Information anxiety. Doubleday.

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