FACULTY OF SCIENCE AND TECHNOLOGY EDUCATION

DEPARTMENT OF SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION (SMTE)

M Bachelor of Design and Technology Education [BDesEd]; Bachelor of Science Education [BScEd] &
Bachelor of Technology Education [BTechEd]
Name: AARON MUSHUNJE
Reg. Number: N02222118k
Module Code: PST 1204
Module Name: CURRICULUM DEVELOPMENT AND EVALUATION
Lecturer: Mr. Z. Sibanda
Question: Determinants of Curriculum Design
 Determinants of
Curriculum Design
Presentation by:MUSHUNJE AARON
REG NUMBER N02222118K WST
Overview of the Presentation

 Introduction
 Definition of Key Terms
 Determinants of Curriculum Design
 Conclusion
 References
Introduction

 Curriculum for any level is determined by many factors. It is important that

these factors must be understood as they help in providing direction to
curriculum development. This presentation looks forward to present the
determinants of curriculum, paying attention to economic, and teacher as
determinant, technological, ideological and environmental factors. The
presentations will first provide the definition of key terms in in the following
slide.
Definition of Key Terms:
Curriculum
 Curriculum is a standards-based series of scheduled experiences through
which students practise and master subject and applied learning abilities.
Curriculum serves as a common guide for all educators in terms of what is
required for teaching and learning in order for every student to have access
to strong academic experiences.
 A curriculum's structure, organisation, and concerns are designed to improve
student learning and facilitate instruction. To successfully support instruction
and learning, curriculum must include the essential goals, techniques,
resources, and assessments.
Determinants

 A determinant is a factor or cause that makes something happen or leads

directly to a decision (Widiaty etal.,2020).
 The word determinant hasn't strayed much from its roots in the Latin word for
"determining."
 As a noun or adjective, it refers to determining or deciding something.
Goals of a curriculum

 Curriculum goals are the standards-based benchmarks or objectives for

teaching and learning.
 Typically, goals are expressed in the form of a scope and order of abilities to
be addressed.
 The breadth and depth to which a student is expected to learn must be
included in the goals.
Determinants of Curriculum Design

 Philosophical Orientations – Idealism, realism, Pragmatism, reconstructionism

 Psychological
 Social Considerations, government forces, Quasi-legal forces, special interest
groups in the community
 Economic considerations
 Environmental factors
 Cultural diversity
 Teacher related considerations
1.Philosophical Orientations

 Rajurkar et al. (2019) claimed that philosophy is necessary for developing and
justifying educational goals, choosing and arranging knowledge, and
developing learning activities.
 The purposes are value statements drawn from philosophy; the means are
procedures and techniques that reflect philosophical decisions; and the
outcome denotes the facts, concepts, and principles of knowledge or conduct
learned by the learners.
 According to Wahyuningsih and Afandi (2020), the function of philosophy can
be either the foundation or starting point for curriculum creation, or it can be
an interdependent function with other functions in curriculum development.
Conti.

 It entails comprehending cause and effect linkages, challenging one's own and
others' points of view, articulating one's views and values, and developing a
framework for making and acting on decisions. Different proponents of
philosophy have related philosophy to curriculum in various ways.
 The first school of thought, to which John belonged (Akhmetshin etal., 2019),
stated that "philosophy may be defined as the general theory of education,"
and that the business of philosophy is to provide a framework for the "aims
and methods of schools.“
 According to Erstad, Kjallander and Jarvela(2021), philosophy is one of five
criteria determining educational aims, and it is tied to the other criteria such
as studies of learners, studies of modern life, suggestions from topic
specialists, and the psychology of learning, among others.
i Idealism

 Idealism stresses that matter is an illusion and that moral and spiritual
realities are the primary explanations for the universe (Page,Trudgett and
Bodkin,2019). They see truth and values as absolute, eternal, and universal.
 The universe of thoughts and ideas is stable, regular, and organised; it
reflects perfect order. According to idealism, knowledge is the revisiting of
the most recent notions in the mind.
ii Realism

 Realism holds that human conduct is logical when it follows natural rules and
is guided by social laws.
 Humans see the world by their senses and reason, thus education should be
viewed as a matter of fact rather than conjecture.
 Curriculum, according to realists, is organised in a hierarchical sequence,
with abstract topics at the top and ephemeral subjects at the bottom.
 They emphasise that a curriculum is an ordered body of knowledge in certain
areas. For example, the history curriculum includes human experiences.
 In zoology, details about animals can be explored.
iii Pragmatism

 Pragmatism, often known as experimentalism, is founded on change, process,

and relativity.
 In contrast to conventional philosophies such as idealism and realism,
pragmatism proposes that the worth of a concept is found in its practical
effects.
 As a result, they believe that learning happens when a person participates in
problem-solving that is transferrable across a wide range of subjects and
contexts.
 It is thought that whatever values and concepts are now held to be preliminary
since ongoing societal growth will need them to be refined or changed.
 For example, at one point in time, it was widely assumed that the world was
flat, which was later debunked by scientific inquiry.
iv Reconstructionism

 Reconstructionism placed a greater focus on society-centered education that

addressed the needs of society (rather than the individual) and all social
classes (not only the middle class).
 Melese and Tedege (2019) think that because school/college is attended by
nearly all kids, it must be used to mould the attitudes and values of each
generation. As a consequence, as the young grow into adults, they will share
some shared ideals, and society will have reformed itself.
 Subjects in the constructionist curriculum foster innovative social, economic,
and political education. The topic is to be utilised as a vehicle for studying
social issues, which must be the centre of the curriculum.
2. Psychological Considerations

 While choosing on a curriculum, several elements such as student growth and

development, psychological requirements, interests, and issues must be
considered.
 Each stage of growth and development (for example, physical development,
emotional development, social development, and intellectual or cognitive
development) has distinct features.
 Other aspects that impact a child's readiness to learn include the learner's
environment, modification of learning experiences to increase capacity and
ability to learn, and so on.
 According to the readiness principle, in order to learn a certain activity or unit,
the learner must first reach a certain degree of maturity. It means that learning
should not take place too early, too often, or too quickly(Pageet al., 2019).
3 Social Considerations

 Child education is a social enterprise that is always carried out in a social context.
 The social forces in a society also define the educational objectives; thus, while
developing the curriculum, we must have a complete understanding of the social
factors that have an impact on the educational system of the society.
 Many hypotheses have been proposed to explain the link between the curriculum and
the larger social environment.
 According to Melese and Tadege (2019) work, ideology is the thread that connects the
levels of base and superstructure.
 It is vital to analyse the ideological core of what qualifies as genuine knowledge in a
certain curriculum in order to comprehend curricular organisation and practises.
 Ideology is the process of producing beliefs and values of a dominant group in social
life, as well as legitimating and promoting them in society. It is about how a
dominating group wields power to turn its ideas into a popular trend.
Conti.

 A decent curriculum guarantees that the society's distinctive identity and

integrity are preserved, while simultaneously improving the quality of life for
social groups.
 Social dynamics have an impact on decisions about what is taught and how it
is taught. Social influences also decide what should be added to or removed
from the present curriculum to meet the change(s) in society.
 Social forces impact curriculum through many organisations and groups of
individuals acting at the regional, national, and local/community levels.
 These forces are classified into four types: governmental forces, quasi-legal
forces, professional organisations, and community-based special interest
groups
i. Government

 The government establishes educational policy and curricula. Constitutional

and statutory rules underpin direct governmental controls.
 For example, if the government of Zimbabwe grants children aged 6 to 14 the
right to free and compulsory schooling. The government must provide physical
infrastructure and employ instructors to do this. It has created a curriculum and
textbooks for youngsters.
 Similarly, the Government can authorise new education plans in by Acts of
Parliament, which included components of vocational education, moral
education, and expanded general education up to class X.
 All of these and other policy decisions have an impact on curriculum
development. These judgements have resulted in the reformulation of
educational objectives and the rebuilding of curriculum at various levels of
education: elementary, secondary, and higher education.
i) Quasi-legal Forces

 These forces are not always produced by legislation. They can be established
by volunteer organisations, professional groups, or independent entities.
 Universities and colleges, parent-teacher associations (PTAs), textbook
writers, publishers, charitable organisations, mass media, and other
organisations may fall within this category.
 Universities and colleges, for example, not only impact the curriculum via
teacher education, but also play an important role in shaping the school
curriculum.
 PTAs are community pressure groups that communicate community comments
on curriculum and textbooks to schools, their boards, and curriculum
directors.
Special Interest Groups in the
Community
 There are clubs or organisations in every culture that promote a certain school of
thought or areas of special interest.
 These organisations may include patriotic organisations, cultural and religious
organisations, civic organisations, and others representing diverse community
interests (Ankam etal., 2019).
 The curriculum planner should be interested in learning about the views, goals, and
expectations of diverse groups in society.
 According to Rujarkar et al. (2019), the local education committee, which represents
the community, supervises the schools, and responds to the community's educational
interests, typically accepts course plans and authorises the production of curricular
materials.
 The aims, expectations, and values of the interested groups are represented in the
curriculum through these committees, of course, within the broad framework of state
and central education policy. These groups try to persuade the curriculum planner.
4 Economic Considerations

 Economic issues are primarily concerned with the feasibility of a programme.

Implementing a curriculum includes numerous steps, such as providing physical
facilities, developing instructional materials, and recruiting unskilled teachers (Chen
and Kern,2019).
 All of these safeguards have ongoing expenses.
 The government, as well as the society and other institutions, bear these expenditures.
 The cost of offering certain learning opportunities is constantly considered by planners.
 The costs of alternate approaches of offering educational opportunities vary. A
curriculum designer must determine if the community around the school can afford the
planned programme.
 Despite the state's assistance at all levels of education, the community must cover
certain educational costs. It is the community's responsibility to send its children to
school.
5 Environmental Considerations

 The physical and social conditions surrounding a person, an organisation, or a group

are referred to as the environment (Thomas etal., 2022).
 Human survival and growth are dependent t.
 The atmosphere is both natural and man-madeon the wise and planned development
and use of natural resources and the ecosystem.
 Science and technology advancements have enabled us to obtain control of the
environment and achieve unprecedented levels of growth.
 Humans have faced numerous difficulties as a result of industrialisation, technology,
the information revolution, urbanisation, and so on (Page etal., 2019).
 The information technology revolution has transformed the world society into a
worldwide village.
 Science and technology have had a significant effect on health and sanitation
conditions, as well as in the management of many feared illnesses.
6 Cultural Diversity

 According to the sociologist like Thomas et al. (2022), culture is a natural word
that encompasses everything taught and manmade. Schools are official
organisations designed specifically for the protection and propagation of culture.
 The curriculum, which is the aggregate total of learning events given by schools,
aims to fulfil this purpose.
 However, society is now shifting away from a homogeneous culture and towards
one of variety and multiplicity.
 The following occurrences can be ascribed to the trend shift: Value and lifestyle
diversity (being distinct is now a publicly sanctioned concept);
 People have acquired a new interest in their own past and personal heritage, as
well as advancements in telecommunications (people have been reminded of
their links with cultures in other parts of the world).
Conti.

 The most essential aspect of curriculum development, however, is how the

curriculum portrays societal ideals.
 It has been assumed that school curriculum reflects a class-free, non-
controversial reservoir of information that is beneficial to all children in that
school.
 Certain institutions have attempted to impart what they have supposed to be
"culture unfettered information, language, sciences, arithmetic, arts and
crafts, physical education," and so on - all of which are thought to be necessary
for the overall growth of one's personality.
 It is also recognised that those who do not react to such curricular care,
whether due to a poor family setting or another socioeconomic reason, should
be provided with compensatory education to compensate for their societal
disadvantages and deprivations
7 Teacher-Related Considerations

 The process of teaching is carried out by the instructor, who follows a

particular curriculum.
 She or he is an essential component of the teaching-learning structure.
Her/his responsibilities include interpretation, explanation, demonstration,
and direction in a variety of curriculum-integrated tasks and situations.
 As a result, when developing a curriculum, the curriculum designer should
take into account teacher-related variables as well.
 Every curriculum will necessitate a specific group of instructors who have the
necessary education, training, and experience to effectively implement the
curriculum and assist students in reaching its (curriculum) goals.
Conti.

 The type and degree of curriculum material and tasks will decide the type of
teachers, their level of education, and the types of teaching behaviour required of
them.
 Similarly, whether the type of teachers we need are easily accessible, whether they
must be prepared, or whether they must be provided with in-service training
required for working teachers to execute the curriculum, etc., should be the basis for
curriculum planning choices.
 Furthermore, we must consider whether pre-service teacher training is essential,
what type of training should be given to allow them to execute the curriculum, and
how long it will take to develop them.
 The availability of qualified and capable instructors is thus a critical element to
consider in curriculum development.
 As a result, the programme planner must take teacher-related variables into account.
Conclusion

 Curriculum is a fundamental tool accessible to schools for accomplishing educational

objectives. Several factors guide the practise of curriculum preparation.
 The nature of the discipline, the child's growth and development, the socioeconomic
backdrop of the nation, community, or the school, the environment surrounding
institutional and teacher-related factors are the most significant among these.
 The curriculum manager must first understand the structure and character of the
subject for which a curriculum is being planned and created. A curriculum is designed
for a specific set of pupils.
 As a result, the programme planner should consider their growth and development
traits in terms of physical, emotional, social, and cerebral development.
 S(he) should also be conscious of the educational consequences of the various phases
of growth and development (from the standpoint of teaching-learning).
References

Akhmetshin, E.M., Mueller, J.E., Yumashev, A.V., Kozachek, A.V., Prikhodko, A.N. and Safonova, E.E., 2019. Acquisition of
entrepreneurial skills and competences: Curriculum development and evaluation for higher education. Journal of
Entrepreneurship Education, 22(1), pp.1-12.

Ankam, N.S., Bosques, G., Sauter, C., Stiens, S., Therattil, M., Williams, F.H., Atkins, C.C. and Mayer, R.S., 2019.
Competency-based curriculum development to meet the needs of people with disabilities: a call to action. Academic
medicine, 94(6), pp.781-788.

Chen, B.Y., Kern, D.E., Kearns, R.M., Thomas, P.A., Hughes, M.T. and Tackett, S., 2019. From modules to MOOCs:
application of the six-step approach to online curriculum development for medical education. Academic Medicine, 94(5),
pp.678-685.

Erstad, O., Kjällander, S. and Järvelä, S., 2021. Facing the challenges of ‘digital competence’ a Nordic agenda for
curriculum development for the 21st century. Nordic Journal of Digital Literacy, 16(2), pp.77-87.

Melese, S. and Tadege, A., 2019. The Ethiopian curriculum development and implementation vis-à-vis Schwab's signs of
crisis in the field of curriculum. Cogent education, 6(1), p.1633147.
Page, S., Trudgett, M. and Bodkin-Andrews, G., 2019. Creating a degree-focused pedagogical framework to guide
Indigenous graduate attribute curriculum development. Higher Education, 78, pp.1-15.

Rajurkar, S., Chavan, K.D., Kachewar, S.G. and Giri, P.A., 2019. A review of significant aspects contributing to curriculum
development. International Journal of Research in Medical Sciences, 7(1), p.317.

Thomas, P.A., Kern, D.E., Hughes, M.T., Tackett, S.A. and Chen, B.Y. eds., 2022. Curriculum development for medical
education: a six-step approach. JHU press.

Wahyuningsih, S. and Afandi, M., 2020. Investigating English Speaking Problems: Implications for Speaking Curriculum
Development in Indonesia. European Journal of Educational Research, 9(3), pp.967-977.

Widiaty, I., Riza, L.S., Abdullah, A.G. and Mubaroq, S.R., 2020. Multiplatform application technology–based heutagogy on
learning batik: A curriculum development framework. Indonesian Journal of Science and Technology, 5(1), pp.45-61.
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