TEC 401

CURRICULUM
ISSUES
BHUKUVHANI CRISPEN
CURRICULUM
DEVELOPMENT PROCESS
 Needs
Review
Analysis

Evaluate Conception/Design

Monitoring Develop

Pilot (Try
Implementation
out)
CURRICULUM MODELS
• Are based an a body of theory
about teaching and learning.
• Are targeted needs and
characteristics of a particular group
of learners.
• Outline approaches, methods and
procedures for implementation.
1. TYLER’S (1949) OBJECTIVES
MODEL OF CURRICULUM DESIGN

• The nature and structure of

knowledge
• The needs of the society
• The needs of the learner
FUNDAMENTAL QUESTIONS IN
DEVELOPING A CURRICULUM
1. What educational purposes should the
school seek to attain?
2. What educational experiences can be
provided that are likely to attain these
purposes?
3. How can these educational experiences be
effectively organised?
4. How can we determine these purposes
whether and to what extent these purposes
are being attained?
THE NATURE AND
STRUCTURE OF KNOWLEDGE
• Selection of subject of subject
matter
• Organisation of subject
matter/subject
• Theoretical basis of methods and
approaches
CURRICULUM
DEVELOPMENT PROCESS
Philosophy of
Education

Goals and Aims

General Instructional
Objectives and Outcomes

Task Analysis and Content

Selection

Learning Activities
SELECTION OF SUBJECT
MATTER
• Criteria: Relevance, importance,
priority
• Scope: Amount, depth of coverage,
concentration
• Sequence: Hierarchy and progression
of complexity or difficulty
ORGANISATION OF SUBJECT
MATTER
• Discrete subjects/courses
• Broad field/disciplines
• Core or interdisciplinary
• Skills or processes
• Projects and activities
APPROACHES TO SUBJECT
MATTER
• Textual
• Experimental
• Developmental
• Pscho-social
NEEDS OF THE LEARNER

• Cognitive development
• Linguistic development
• Psycho-social development
• Moral/affective development
• Vocational focus
THE NEEDS OF SOCIETY
• Literacy
• Vocational skills
• Social order and morality
• Interpersonal skills
• Transmission of value and culture
• Creativity and innovation
2. THE PROCESS MODEL OF
CURRICULUM DEVELOPMENT
• Attempts to arrive at specification of curriculum
without starting by pre-specifying anticipated
outcomes in terms of objectives.
• Content, the learning process and evaluation are
determined by pre-determined learner behaviours.
• The assumption is that content has its own intrinsic
value and need not be selected on the basis that it
should contribute to the achievement of the
objective
• Worthwhile activities have their own
values and can be assessed in terms of
their own standards and not what they
lead to.
• They should not be a means to an end.
• It is therefore possible to select content
for curriculum without reference to
student behaviours.
• Any content area involves procedures,
concepts and criteria used to appraise
it.
• These procedures, concepts and criteria
of content have their own justification.
• Any attempt to translate them into
behavioural objectives will trivialise
them
• E.g. causes of mulnutrition in Africa.
• Enquiry into the problem should be
open
5. Explain the curriculum development cycle.
6. Analyse the effects of any three curriculum
determinants in curriculum development.
7. Examine the role of an educator in the
curriculum implementation process.
8. Explain how you would use any one model
of curriculum evaluation to evaluate a
named Nursing Education
programme/project.