QUESTION 1

A. Merit may be described as an entity's inherent, intrinsic, context-independent value, whereas

worth may be defined as an entity's contextually determined, location-dependent value. When a
group of specialists is collected, the merit of an entity can be determined.

B. The entity's worth can only be evaluated by observing it in operation or on-site. Thus, while
merit can be established in a variety of ways, only comprehensive field investigations on-site can
determine worth.

Question 2

i. Recognize the letters of the alphabets

ii. Read words
iii. Read sentences
iv. Read paragraphs
v. Read novels

QUESTION 3

Curriculum is important to all educational programmes. Curriculum is a term that refers to a

planned interaction between learners and instructional needs based on their content, materials,
and systems for assessing students' achievement of educational objectives. Curriculum design
and development takes into account the purposes and objectives of teaching and learning. To
accomplish educational objectives, multiple curriculum design elements must be implemented.
These principles include personalization, breadth, relevance, challenge, and coherence (Alistair,
2000).

The principle of personalization is a critical component of curriculum design and development.

This idea is critical in assisting teaching professionals and educational institutions in their
practise, as well as serving as a foundation for reviewing, evaluating, and improving the learning
and teaching process for all children and early learners (Alistair, 2000).

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Another curriculum design and development principle is what is referred to as breadth in terms
of learning experiences. This principle ensures that all learners have access to a diverse range of
experiences throughout the learning process. This is because their learning is planned and
organised in such a way that they learn and develop in a variety of contexts within and outside of
the classroom (Alistair, 2000).

Content relevance is another critical principle of curriculum design and development that should
not be overlooked. This is because it enables learners to grasp the significance of their learning
and associated actions. It is implemented to guarantee that learners understand the value of their
education and its relevance to their current and future lives (Alistair, 2000).

Challenge of content is also a critical principle of curriculum design and development. Learners
are expected to find their learning experience hard, appealing, and motivating in this situation.
This is accomplished when the curriculum fosters high aspirations and ambitions for all students,
regardless of their intelligence level. Additionally, learners are exposed to a level of difficulty
that enables them to reach their full potential (Alistair, 2000).

Finally, coherence is another principle of curriculum design and development. Alistair (2000),
asserts that this concept enables the learner's many parts of learning activities to coalesce into a
coherent experience that facilitates accomplishment of the learning outcomes.

QUESTION 4

The Directorate in the Ministry of Basic Education, Arts and Culture is responsible for the
overall management, supervision, and monitoring of long- and short-term teacher training
programmes at the country level. This Directorate is responsible for the academic
professionalism of Teacher Educators and Teachers in the state, who are directly responsible for
providing children with quality training and education.

This Directorate in the Ministry of Basic Education, Arts and Culture is responsible for all
academic matters the Ministry of Basic Education, Arts and Culture, including assisting the
Board of School Education in developing the School Curriculum and Learning Materials in the
form of Teachers Guidebooks and Workbooks for learners in the various subject areas offered in

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School education. Apart from this, Directorate in the Ministry of Basic Education, Arts and
Culture responsible for all aspects of in-service training, including the organisation of
workshops, seminars, research, and evaluation, in collaboration with the various departments,
among others. Additionally, the Directorate in the Ministry of Basic Education, Arts and Culture
oversees the, curriculum and textbook revision, research and teacher training, educational
technology and related learning materials for all levels of school education, vocational guidance
and counselling, and documentation, dissemination, and publication of information. Apart from
the aforementioned activities, the Directorate also administers examinations for the Diploma in
Elementary Education, the Certificate in Elementary Education, and a variety of short-term
training programmes.

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QUESTION 5

Apart from being the source of the curriculum, philosophy also plays a role in its growth.
Philosophy's function might be viewed as a jumping-off point for curricular creation. Gutek
(2004), assertion that "philosophy can be characterised as the general theory of education."
Additionally, he added that "The philosophy business's purpose is to create a framework for the
schools' objectives and operationsPhilosophy provides a means of generalising the meaning and
comprehension of our existence. As this demonstrates, philosophy is not merely a jumping-off
point for schools; it is also critical and important to all curriculum activities. Dewey argues in
support of this argument when he states that "Education is a laboratory for concretizing and
testing philosophical distinctions (Gutek, 2004).

Heslep (1997), Tyler's curricular structure, which is highly influenced by Dewey's work, also
incorporates philosophy as one of the five general criteria for selecting educational purposes. The
interaction between philosophy and other criteria, such as the study of learners, the study of
contemporary life, the advice of topic specialists, and the psychology of learning, serves as the
school's foundation. Although philosophy does not begin or begin Tyler's curriculum, there is
significant interaction on an equal footing with other criteria, and it appears to have given
philosophy precedence in the creation of education purpose (Gutek, 2004). The educational and
social philosophy to which the school is committed can serve as a first filter for the development
of a social programme philosophy attempts to define the nature of a good life and a good society
educational philosophy in a democratic society is likely to place a strong emphasis on democratic
values in schools."

Indeed, no real discussion of philosophy can begin until we resolve the fundamental question of
what education is. If there is consensus on what constitutes education, we might inquire about
the school's aim. Once this is defined or accomplished, we can begin pursuing the curriculum's
philosophy, aims, and objectives. The major job of the school is to maintain social order, which
he refers to as the "nation-state," in our culture and society, an awareness of individual growth
and potential is critical and crucial. For centuries, the creation of dualism, defined as "society
versus individual," has been a key philosophical concern in western culture (Gutek, 2004).

Heslep (1997), when examining or considering the influence of philosophical thought on the
curriculum, various classification methods are available, but none of the four categories covered

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here should be given supreme rank. As a result, we will examine four important philosophical
viewpoints that have impacted the growth of the curriculum to date.

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QUESTION 6

In terms of educational philosophy, the reconstructionist agrees with the progressive up to a

degree. For example, reconstructionists think that kids learn more effectively, retain information
longer, and apply it more effectively to new situations when they learn by experience than than
being told something. According to them, the teacher's primary job is that of a resource person or
a director of a research project who guides students' learning rather than as a distributor of
knowledge. The teacher engages in discourse with pupils in this capacity, assisting them in
identifying problems, framing hypotheses, locating data, drawing suitable conclusions, and
selecting effective courses of action (praxis) (Alistair, 2000).

Reconstructionists reject pre-determined curricula. They would draw on knowledge from any or
all fields as needed to address a problem. They would very certainly focus more on the subject
matter of social experience (the social sciences) in order to solve difficulties. The
reconstructionists' preferred methods of instruction are pupil-teacher discourse and praxis. Praxis
is a term that refers to "effective activity." In other words, reconstructionists advocate for
bringing the progressives' problem-solving method to real-world situations. After arriving at a
"intellectual answer" to a problem, reconstructionists advocate for well-considered social action
to remedy or mitigate the situation (Alistair, 2000).

Reconstructionists, like progressives, are opposed to any form of ability classification. They
believe that students should be placed together only on the basis of shared interests. Additionally,
reconstructionists like flexible student seating arrangements, but with so much interaction
occurring outside of the classroom, seating is not an issue. Reconstructionists hold a similar
stance to progressives about student discipline. Additionally, they believe that if students are
actively involved in effecting change in areas that affect them, they will avoid becoming irritated
and hence will be less prone to create discipline problems (Alistair, 2000).

Rather than administering written examinations, reconstructionists aim to grade students

subjectively on the basis of their skills as social activists. They, like progressives, believe that
self-evaluation of students has a place. Reconstructionists believe that we should approach life's
challenges via the reflective inquiry technique. However, they believe that we should be
prepared to act on our findings. This demands pupils to demonstrate a feeling of dedication and
responsibility. Of course, this purpose of beginning change is highly contentious. As a result,

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reconstructionism has never really taken hold in our classrooms. There has been debate over
whether or not schools should be used to reshape society. Additionally, concerns have been
expressed about whether students of any age possess the intellectual and social maturity
necessary for social activity (Alistair, 2000).

Social activists argue that the more involved we are as a society, the better off we will be. They
assert that, as things now stand, only a small number of people become involved in social issues
due to a lack of knowledge about how to do so. Social action proponents underline that it can be
conducted safely if certain common-sense "safeguards" are followed. For instance, younger
pupils should be encouraged to act in more contained environments than older students, such as
the classroom or school, rather than in the greater community (Alistair, 2000).

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QUESTION 7

Globalisation is a feature of the modern period. It has wrought profound changes in nearly every
aspect of human life. Modern education must equip students with the necessary knowledge,
skills, and information to succeed in the outside world. As a result, the process of curriculum
planning has been occupied by a variety of new trends.

1. Scientific and Technology oriented change

To ensure global competitiveness, several scientific and technological developments or changes

have been incorporated into the curriculum creation process. The incorporation of ICT policies
and methods into curriculum preparation can result in good changes (Abdel-Fattah, 2013).

2. Reflection and National and Universal Culture in Curriculum

It is vital to prepare today's student to deal with global circumstances. As a result, curricula
should be developed in this manner. A current trend that has piqued the interest of curriculum
planners is the growing importance of understanding global culture. Reflection and national and
universal culture will be able to foster international understanding through the curriculum
(Abdel-Fattah, 2013).

3. Staff Development of Curriculum Planners

A recent trend in the curriculum planning process that has gained acceptance is the professional
development of curriculum planners. The success of the educational process is contingent upon
the success of curriculum preparation. A successful curriculum can help students achieve their
educational objectives. As a result, the various parties involved in curriculum development must
undertake in-service training. They should have a thorough understanding of their duties and
responsibilities. They must collaborate in order to build a well-rounded individual (Abu Al-wafa,
2018).s

4. Digital Diversity

To succeed in a variety of fields of life, it is important to gain technological knowledge and

abilities. To facilitate effective curriculum transaction, which is a necessary component of
curriculum development, the curriculum must be digitalized (Abu Al-wafa, 2018).

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References

Abdel-Fattah, M. (2013). The effectiveness of nanotechnology module on achievement and

thinking towards advanced science for secondary school students. Journal of Science Education,
16(6), 233-262.

Abu Al-wafa, R. (2018). The effectiveness of a proposed green chemistry course based on
the principles of education for sustainable development ESD in chemical development of culture
among teachers of students of the division of chemistry. Journal of Science Education,
21(2), 1-51.

Alistair, R. (2000). Curriculum: Construction and Critique. London: Falmer press.

Gutek, G. L. (2004). Philosophical and ideological voices in education. Boston: Allyn and
Bacon.

Heslep, R. (1997). Philosophical Thinking in Educational Practice. London: Greenwood

Publishing.