Structure of Curriculum Development
Structure and Curriculum Development is an important notes for B.Ed students. Go through this article to get full notes of Structure and Curriculum Development.
The present educational structure is the product of historical tradition and consequences. The Education Commission 1964-66, has not incidently recommended it. A large number of educational experts, administrators and teachers have welcomed it as the solution of all ills in the education.
A
change is made in the expectations of progress but every change does
not produce desirable progress. The present experiment has not been
introduced on a student but it is the product of historical
development. It is the result of successive experiment before and
after independence. The first attempt in this regard was made by the
central commission 1919. It strongly recommended for the introduction
of intermediate college at the completion of ten years schoolings.
The next major step in the field of structural change was recommended
by the University Education Commission 1948-49 to raise the standard
of higher education.
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It appeal for longer duration of school eduction from 10-12 years. The third attempt in this respect was taken by the Secondary education Commission 1952-53. The Commission originally intended to introduce 12 years of school education with diversified curriculum. But under public criticism particularly from the parents, it recommended ultimately 11 years multi-purpose schools.
The
All India Council for Secondary Education recommended for 10+2 years
course for school education in 1963. In the same year, the conference
of the state education ministers, vice-chancellors and eminent
educationist resolved in favour of 10+2 years school education. The
State Education Ministers conference 1964 recommended a 10+2 years
course of schooling before admission to the degree course. The
recommendation of the Education Commission 1964-66, 10+2+3 structure
was incorporated in the National Policy Statement which was issued by
the Central Government.
Organisation of Curriculum Development
In the organisation of curriculum, a number of relationship should be taken in to consideration–
1. Articulation– It means co-relation curriculum includes a variety of subjects with related experience and activities. The subjects of the same grade should be parallel. There should be a co-relation between one stage and another stage of education. Articulation can be achieved in the following manner—
a. In teaching, teacher should plan their teaching around common areas and themes.
b. By acting agreement of among teachers of different subjects, a fairly uniform procedure can be achieved.
c. There should be co-relation and co-ordination between classroom theory and work experience.
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2. Balance– Curriculum should be well balanced. Balance should be in terms of the subject matter and the learner. Balance can be attained through following points—
a. The curriculum should be child centred and subject centred.
b. Needs of individual and society.
c. Needs of common education and specialised education.
d. Breadth and depth of curriculum content.
e. Traditional content and innovative content.
f. Different teaching methods and educational experience.
g. Work and play.
3. Continuity– There
should be continuity in organising the content. There is a link in
contents from class to class, grade to grade like vertical
continuity. The continuity may be horizontal continuity between
different units. Organisation of curriculum is a complex and
difficult process. Many problems are involved in this process. These
are content and learning experience.
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