Top i c X Curriculum

9 Issues and
Trends
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Explain how the information age, changing workplace, media and
greater democracy impact curriculum development;
2. Evaluate efforts by schools in catering to individual difference;
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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192 X TOPIC 9 CURRICULUM ISSUES AND TRENDS

'Don't Make Physical Education (PE) an Examination Subject'

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.
"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.

According to Dr. Wilson Tay, Other skills and knowledge that can
Vice-President in-charge of be picked up include how to
Technopreneur Development, develop a business plan and
Industry Development, Division of understanding of the commercial
Multimedia Development viability of the business venture and
Corporation (MDC), "there is how to grow the venture.
always the question posed as to
whether technopreneurs are These, according to Tay, can be
created by nature or nurtured". taught through action learning and
experimental programmes, and also
The drive of entrepreneurship, through business coaching and
which is needed to create mentoring.
technopreneurs for the country,
can be taught at schools and Apart from developing a culture for
universities through engaging learning entrepreneurship, a
students with a passion for conducive environment is also
business said Tay. important to create and nurture
technopreneurs for the local ICT
Here various methods can be sector.
introduced such as entrepreneurial
or business projects for students to
gain experience and learn to
create, start-up, commercialise and
manage their enterprises.
Source: Sharifah Kasim (2005, March 3). Venturing into technopreneurship.
CompuTimes, New Straits Times

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 TOPIC 9 CURRICULUM ISSUES AND TRENDS W 193

X INTRODUCTION
In Topics 2, 3 and 4, we discussed the
factors influencing curriculum. In
Topics 5, 6, 7 and 8, we examined the
curriculum development process. In this
topic we will focus on certain issues that
concern curriculum which will bw
discussed in Topic 10. There are
different opinions on the direction
education should take, and library
shelves are filled with documents and
books describing current and
anticipated changes in society and how
education and, more specifically
curriculum should respond accordingly.
Despite differing opinions, there is
consensus on the broad trends that are
likely to have a major impact on
curriculum.

ACTIVITY 9.1
Read the newspaper report „Developing More Technopreneur‰ at the
beginning of this chapter and answer the following questions:
"⁄..there is always the question posed as to whether technopreneurs
are created by nature or nurtured".
1. What is your opinion of the above statement?
2. List the strategies suggested to develop technopreneurs?
3. Suggest other ways of developing technopreneurs.

9.1 SOME CHALLENGES

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. Towards this goal, nations are pushing towards greater industrialisation,
automation, computerisation and modernisation of agriculture. More countries
are realising that to achieve the status of a developed nation, decentralisation and

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194 X TOPIC 9 CURRICULUM ISSUES AND TRENDS

empowerment go hand-in-hand. As pointed by Naisbitt and Aburdence (1989)

the shift will be towards self-help rather than welfare, networking rather than
hierarchy, 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. Four main challenges face the education system
(see Figure 9.1).

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 30 years
than the previous 5000 years. In the United States alone, as much as 50,000 books
are published annually and the amount of information doubles every five years,
and this doubling is predicted to be shortened to every 20 months. Not only is
the stockpile of information increasing, its accessibility has been enhanced with
the internet and advancements in telecommunications. With the millions of pages
added on to the internet each month, all sorts of information are made available
to anybody, anywhere and anytime. In a matter of seconds, one has at his or her
fingertips a vast body of information covering various fields of information. A
new disease called "information anxiety" has emerged which has been defined as
the ever-widening gap between what one understand and what one thinks one
should understand (Wurman, 1988). It is the feeling of helplessness of being
unable to cope with abundance of information and feeling of frustration at never
finding the time to mull over the mass of information. Has the present
curriculum in educational institutions taken into consideration these
developments? Do we know how to respond to these developments?

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9.1.2 Changing Workplace

Automation and computerisation is another development that is rapidly
changing the workplace and 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 (Toffler, 1972).
Occupations and careers in the information age and the knowledge-based
economy will revolve around processing and management of information. The
shift towards knowledge-based jobs will require people who are able to acquire
new skills and knowledge efficiently and effectively. Brain power will be the
dominant force and muscle-power will be performed by machines and
automation. The workforce of the future will need to acquire skills in shorter
periods of time and at a faster rate to keep pace with knowledge that is fast
becoming obsolete; emphasising the need for lifelong learning to stay
competitive and relevant.

9.1.3 Influence of the Media

Increasingly, more people are having access to many television channels and
together with the internet entertainment is brought within easy reach of many
households. The onslaught of the media 24 hours a day and 7 days a week has
brought with it both positive and negative content. The average household is
being 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 has been a
loosing battle. A plethora of forces are 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 Participation in the Democratic Process

More and more countries are moving towards a democratic system of government.
Together with it comes the practice of free enterprise which may be alien to some
people coming from a centrally planned economy. Democracy and the free
enterprise system require greater involvement of ordinary citizens in the decision
making process. 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 because "it helps the citizen to form intelligent judgements on
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196 X TOPIC 9 CURRICULUM ISSUES AND TRENDS

public issues thus contribute democratically to the solution of social problems"

(Glaser, 1985, p. 27). In a democracy, citizens have an obligation to think deeply
about important issues affecting themselves directly and society at large. They
should be able to think critically, transcending ethnic, cultural and religious barriers.

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 will be required of
students to effectively participate in the democratic process and
counter the forces of the mass media?

9.2 CURRICULUM ISSUES

We often hear of educational systems making the claim that it caters for learner
differences. Broadly, this 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 should they be included with others who do not have such
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
and inhibits a studentÊs motivation to learn and eventually may harm
achievement. Students differ in readiness, needs, interest and abilities and a
differentiated curriculum is designed to tap into these differences and academic
diversity.

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

mathematics problems, extra readings, more independent study or to do their
own thing since 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,
interest 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
following domains of human ability: intellectual, creative, social and physical
that places them at least among the top 10% of age peers (Tomlinson, 2000).
There are numerous models of curriculum differentiation that cater for the range
of individual differences in the classroom. Basically, 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. In this topic, the
model proposed by C.J. Maker, which has been adopted in many American
schools systems is discussed.

Figure 9.2: MakerÊs Differentiated Curriculum Model (1982)

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198 X TOPIC 9 CURRICULUM ISSUES AND TRENDS

Maker (1982) devised a very practical model of curriculum differentiation which

shows how content can be adjusted to accommodate the ability of gifted students
to manipulate abstract ideas and deal with complexity (see Figure 9.2). 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.
With regards to 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 a variety of audiences for constructive
appraisal. Gifted students benefit from negotiating evaluation criteria and being
involved in the process of evaluation itself. However, Maker 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, more children from
disadvantaged backgrounds are entering schools. These are students from poor
socio-economic backgrounds who have low language and quantitative literacy
skills, have limited English proficiency and learning styles which are not
conducive for success in traditional learning environments. In the context of
formal schooling, 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, of dropping out of school?

Compensatory education was initiated in the 1960s and 1970s to provide extra
help to chronic underachievers and equalise educational resources and
opportunities across schools. Compensatory education 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:

(a) Grouping: Students are placed in homogeneous learning groups within a

grade or within a classroom according to their academic performance.
Among the labels used for this practice is "ability grouping" and "tracking".
The grouping of students is designed to enable teachers to more efficiently
match content with students' ability levels and learning paces. Ability
grouping has been criticised because poor students and disadvantaged
students are disproportionately represented in low ability classes. The
stigma of being in such classes has produced poor climate for learning and
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lower expectations for student achievement. Students in these classes are

reported to have low self-esteem and the source of discipline problems. In
addition, teachers have not been adequately trained to teach such groups
and instead implement teaching-learning strategies that are similar to high
ability groups.

(b) Retention: This is the practice of holding back students who fail to
demonstrate required level of achievement. Research seems to indicate that
retention, as it is currently practiced in most schools has few positive effects
and mostly negative effects on student learning (Shepard and Smith, 1989).

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:
(a) Compensatory education programmes that have focused only on
improving basic skills should emphasise higher order thinking and
problem-solving skills.
(b) Less emphasis should be on compensating what poor children lack, and
greater emphasis on teaching-learning techniques that make use of
studentsÊ strengths and experiences as stepping stones for further learning.
(c) 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,
instead of separating them according to their learning abilities. In the
mainstreamed 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,
making sure there is something for everyone. Students may be divided into
groups and provided with different learning situations. Mainstreamed
classrooms have specialised equipment and learning materials at hand. For
example, there might be a variety of books for different reading levels.
(d) Early Prevention targeted at young children is advocated to reduce the
inequalities of academic performance through the grades. Preschool and
kindergartens have to be been made more accessible to children from poor
socioeconomic backgrounds. Preschool and kindergartens 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, in the United States the Head Start Project started in 1965
made available preschool and kindergarten opportunities to millions of
young children to prepare them enter the main school system.

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200 X TOPIC 9 CURRICULUM ISSUES AND TRENDS

SELF-CHECK 9.1

1. What is the 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?

• Four main challenges face the education system: the information age, the
changing workplace, the mass media and participation in the democratic
process.

• 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, interest 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 Information age

Compensatory education Participation in democracy
• Mainstreaming Personalised schools
• Retention
• Grouping Role of the mass media

Differentiated curriculum

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1. Do you agree with mainstreaming? Give reasons.

2. 'No child left behind'. Discuss.

Alistair, R. (200). Curriculum: Construction and critique. London: Falmer Press.

Chapter 1: What is the curriculum? [Available at eBrary].
Woods, R. N. (1989). Introduction to philosophy of education. London:
Routledge.
Chapter 3: Curriculum theory [Available at eBrary].
Ornstein, A., & Hunkins, F. (1998). Curriculum: Foundations, principle and
issues. Boston, MA: Allyn & Bacon.
Chapter 11: Curriculum issues and trends.
Sowell, E. (2000). Curriculum: An integrative introduction. Upper Saddle River,
NJ: Prentice-Hall.
Chapter 1: Overview of curriculum processes and products.
Cromwell, S. (1998). The school of the future. Education World.
http://www.education-world.com/a_curr/curr046.shtml
Thornburg, D.D. (1998) Reading the future. Online Electronic School (June).
www.electronic-school.com/0698f1.html

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