Collective and Collaborative Design and Transaction of Curriculum.

Q1. Write an essay on "Culturally sensitive curriculum development". How do cultural

factors influence curriculum development processes in the context of international
cooperation projects?

To assure high quality education in developing countries, curriculum development

efforts are often initiated as part of international cooperation projects. Culture affects the
educational context of the countries involved as well as the ways in which curriculum
developers from different countries are used to working and behaving. Therefore, the
influences of culture on curriculum development cannot be neglected. The study
described in this chapter aimed to shed light on cultural factors influencing curriculum
development processes. This study took place in the context of an international
educational cooperation programme that involved project partners from Ghana and The
Netherlands. Specifically, the project studied concerned the development and
implementation of a professional development programme for Heads of Department of
polytechnics in Ghana. In the chapter, a conceptual framework is first developed and
cultural challenges affecting the development, implementation and sustainability of the
professional development programme are investigated. Next, the findings are compared
with similar international cooperation projects to substantiate the outcomes. As this
study reinforced and strengthened the importance of accounting for culture, this chapter
also provides guidelines and recommendations for culturally sensitive curriculum
development in the context of international cooperation. Curriculum implementation
often falls short because of a lack of cultural understanding by curriculum developers
and aid organizations. This paper describes a single-case study of a professional
development programe for polytechnic Heads of Department in Ghana, which aimed at
identifying how curriculum development activities were sensitive to culture. A conceptual
framework for culturally sensitive curriculum development was applied to facilitate the
identification of culture in the curriculum development process. Two curriculum
specialists and various project members from Ghana and the Netherlands participated
in the data collection by means of interviews, documents, and a researcher’s logbook.
Results showed that the conducted curriculum development activities were strongly
impacted by Hofstede’s cultural dimensions—High-Low Power Distance and
Collectivism–Individualism and to a limited extent by Hall’s cultural dimensions—High-
Low Context and Polytime-Monotime. The outcomes of this study strengthen the
relevance of Context analyses, iterations of design–implementation–evaluation
activities, and additional implementation support. Through the conduction of these
activities, culture can be taken into account in curriculum development processes and a
good fit between the developed curriculum and the local context can be ensured.
Furthermore, this study encourages curriculum developers and project teams working in
international cooperation contexts to create more cultural understanding by using the
framework and by intensively collaborating with informed experts.