Category Archives: Advance Curriculum theory ( Secondary level)

Advance Curriculum theory ( Secondary level), M. Ed.

Mobilization of Resources

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Mobilization of resources refers to the process of gathering and allocating resources, such as financial, human, natural, and technological resources, in order to achieve specific goals or objectives.

This process is crucial for organizations, governments, and individuals who want to effectively utilize resources to achieve their desired outcomes.

Mobilization of resources in Education

Mobilization of resources in education refers to the process of gathering and allocating resources to support the development and improvement of the education sector. This can include financial, human, and technological resources.

  • Financial resources can be mobilized through government budgets, private donations, grants, and other funding mechanisms. These resources can be used to improve infrastructure, provide better access to education, and enhance the quality of education by hiring qualified teachers, providing training and professional development opportunities, and investing in new technology and equipment.
  • Human resources can also be mobilized by hiring qualified teachers, staff, and administrators who can help to improve the quality of education. Additionally, partnerships between schools, universities, and other educational institutions can help to provide access to additional human resources, such as guest lecturers or specialized instructors.
  • Technological resources can also be mobilized by investing in digital infrastructure, such as providing access to computers, internet connectivity, and online learning resources. This can help to improve access to education and provide more flexible learning options for students.
Also read: Cost Analysis in Education
Features of Mobilization of resources in Education
  1. Needs assessment: Mobilization of resources in education requires a thorough needs assessment to identify the most critical needs of the education sector. This includes assessing infrastructure, resources, and staffing needs, as well as identifying gaps in the quality and accessibility of education.
  2. Strategic planning: Mobilization of resources in education also involves strategic planning to ensure that resources are allocated effectively to achieve desired outcomes. This may involve setting specific goals and objectives, identifying priorities, and developing action plans to allocate resources efficiently.
  3. Stakeholder engagement: Mobilization of resources in education requires engagement with a range of stakeholders, including government agencies, private donors, educational institutions, teachers, and students. This helps to ensure that resources are allocated in a way that reflects the needs and priorities of the education sector.
  4. Monitoring and evaluation: Mobilization of resources in education also requires ongoing monitoring and evaluation to track progress towards goals and identify areas where resources can be allocated more effectively. This includes measuring the impact of investments in education and identifying opportunities for improvement.
  5. Innovative solutions: Mobilization of resources in education also requires an innovative approach to finding new solutions and leveraging new technologies to improve the quality and accessibility of education. This may involve investing in new technologies, such as online learning platforms, to reach more students and provide more flexible learning options.

Effective mobilization of resources in education requires careful planning and management to ensure that resources are used efficiently and effectively toward achieving the desired outcomes.

This can involve developing strategies to identify critical needs, prioritizing resources, and monitoring progress to ensure that resources are being used optimally.

Mobilization of resources in education
Mobilization of Resources in Education
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Advance Curriculum theory ( Secondary level), B. Ed., Curriculum Planning and Development, Issues, Curriculum and Assessment (secondary Level), Knowledge & Curriculum, M. Ed.

Factors Influencing Curriculum Change

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There are various factors that can influence curriculum change, including:

  1. Societal Changes: Changes in society’s values, beliefs, and expectations can prompt curriculum changes. For example, the increasing importance of technology in our daily lives has led to a greater emphasis on STEM (Science, Technology, Engineering, and Mathematics) education in school curriculums.
  2. Technological Advances: Advancements in technology can also influence curriculum changes. For example, the widespread availability of digital learning tools and online resources has led to a greater focus on blended learning and personalized instruction.
  3. Globalization: The increasing interconnectedness of the world has led to a greater emphasis on global education and cultural competency in school curriculums.
  4. Economic Factors: Economic factors such as changes in job markets, workforce needs, and funding can also impact curriculum changes. For example, a shift towards more service-oriented jobs may prompt a greater emphasis on vocational training in schools.
  5. Research and Development: Advances in educational research and development can also influence curriculum changes. For example, new research on how students learn and retain information may lead to changes in teaching methods and curriculum design.
  6. Political Factors: Political factors such as changes in education policy and government funding can also impact curriculum changes. For example, changes in government leadership or policies may result in changes to education funding or mandates for certain subject areas.
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Overall, curriculum change is a complex process that is influenced by a variety of factors. Sometimes, the factor influencing curriculum change are many. Multiple stakeholders, including educators, policymakers, and community members, work together to create a curriculum that meets the needs of students and prepares them for the future.

Factors Influencing Curriculum Change
Factors Influencing Curriculum Change
Also read: Curriculum Development
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Advance Curriculum theory ( Secondary level), M. Ed.

Curriculum Development as a Continuous and Cyclic process

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Curriculum development can be described as a continuous and cyclic process because it involves ongoing review, evaluation, and refinement of the curriculum.

Process of Curriculum Development

The process typically involves several stages, including planning, design, implementation, evaluation, and revision. Each of these stages informs the next, and the process is ongoing, with feedback loops and continuous improvement.

Here are some ways in which curriculum development can be described as a continuous and cyclic process:

  1. Planning: In the planning stage, the curriculum development team sets the goals and objectives for the curriculum. They also identify the content and resources that will be used to teach the curriculum. Planning is an ongoing process that involves continuous review and refinement.
  2. Design: In the design stage, the curriculum development team creates the structure and format of the curriculum. This stage includes developing lesson plans, learning activities, and assessments. Design is an ongoing process because the curriculum is revised as new information and resources become available.
  3. Implementation: In the implementation stage, the curriculum is put into action. This stage involves teaching the curriculum to students and making adjustments as needed. Implementation is an ongoing process that requires continuous evaluation and refinement.
  4. Evaluation: In the evaluation stage, the curriculum development team assesses the effectiveness of the curriculum. This stage also includes gathering feedback from students, teachers, and other stakeholders. Evaluation is an ongoing process that informs the revision stage.
  5. Revision: In the revision stage, the curriculum development team makes changes to the curriculum based on feedback and evaluation. This stage includes updating the goals and objectives, refining the content and resources, and adjusting the structure and format of the curriculum. Revision is an ongoing process that leads back to the planning stage.

Overall, curriculum development is a continuous and cyclic process that requires ongoing review, evaluation, and refinement. The process is not linear, and each stage informs the next, leading to continuous improvement and growth.

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Curriculum Development as a Continuous and Cyclic process
Also Read: Tyler Model
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Advance Curriculum theory ( Secondary level), Knowledge & Curriculum

Strengths and Weakness of the Tyler Curriculum Model

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The Tyler Curriculum Model was developed by Ralph Tyler in 1949 and is one of the most widely used and accepted curriculum models in education. Here are some of its strengths and weaknesses:

Strengths:

  1. Clarity: The Tyler model is known for its clear and concise structure. It has a systematic and logical approach to curriculum development, which makes it easy for educators to understand and implement in their education system.
  2. Objectives-based: The Tyler model is focused on achieving specific learning objectives. This makes it easier for teachers to develop instructional plans that are targeted toward achieving specific learning outcomes.
  3. Flexibility: The model allows for flexibility in curriculum development. It can be applied to any subject area or level of education, making it adaptable to different educational settings and people can use it according to their convenience.
  4. Assessment: The Tyler model focuses on the importance of assessment and evaluation of the curriculum. This helps teachers and educators to determine the effectiveness of their instructional plans and make necessary adjustments.

Weaknesses:

  1. Limited focus: The Tyler model is mainly focused on cognitive learning and does not give much attention to affective or social learning. This means that it may not fully address the diverse needs and interests of students.
  2. A narrow view of objectives: The model focuses on specific learning objectives and does not consider broader educational goals such as social and emotional development or critical thinking.
  3. Rigid structure: The model’s emphasis on objectives and assessment can result in a rigid and inflexible curriculum structure. This may not allow for creativity or adaptability in the teaching and learning process.
  4. Limited student involvement: The Tyler model does not emphasize student involvement in the curriculum development process. This means that students may not have much input in what and how they learn.
Strengths and Weakness of the Tyler Curriculum Model
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Advance Curriculum theory ( Secondary level), M. Ed., Uncategorized

Dimensions of Curriculum Change- Substantive, Instructional, and Organizational

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Dimensions of Curriculum change are Substantive, Instructional, and Organizational.

Substantive

One important dimension of curriculum change is the substantive dimension. This refers to changes in the actual content of the curriculum, including the knowledge, skills, and attitudes that students are expected to learn.

Substantive changes may be necessary for the discoveries or changes in the field, to address new social or global issues, or according to the requirement.

Some examples of substantive changes that can be made to a curriculum include:

  1. Integrating new subject areas or topics: As new fields of study emerge, or as existing fields evolve, the curriculum may need to be updated. For example, a curriculum in computer science may need to be updated to include new programming languages or emerging technologies.
  2. Revising learning objectives: Curriculum change may involve revising or updating the objectives to better reflect changing societal needs or workforce demands.
  3. Updating content: Curriculum change may involve updating the content of the curriculum to reflect new research or developments in the field. For example, a history curriculum may need to be updated to reflect new perspectives on past events.
  4. Addressing emerging social or global issues: Curriculum change may also be driven by a need to address emerging social or global issues. For example, a curriculum on environmental science may need to be updated to reflect the latest research on climate change, or a health education curriculum may need to address emerging public health concerns.

Another important dimension of curriculum change is the instructional dimension. This dimension refers to changes in the way that the curriculum is delivered to students, including changes in teaching methods, strategies, and resources.

Some examples of instructional changes that may be made to a curriculum include:

  1. Adopting new teaching methods or strategies: Curriculum change may involve adopting new teaching methods or strategies that are better suited to the learning needs of students. For example, a math curriculum may incorporate more hands-on activities or group work to engage students effectively.
  2. Incorporating new technologies: Instructional changes may involve incorporating new technologies to support teaching and learning. For example, a language curriculum may use language learning apps or online resources to help students practice their language skills.
  3. Providing additional resources or support: Curriculum change may involve providing additional resources or support to students to help them succeed.
  4. Redesigning assessments: Instructional changes may also involve redesigning assessments to better align with learning objectives and to provide more meaningful feedback to students.
  5. Fostering student-centered learning: Instructional changes may also involve fostering student-centered learning, which places students at the center of the learning process and encourages them to take ownership of their own learning. For example, a social studies curriculum may use project-based learning or inquiry-based learning to encourage students to explore their own interests and develop critical thinking skills.

The organizational dimension of curriculum change refers to changes in the structures, systems, and processes used to implement the curriculum. This dimension is critical because it determines how the curriculum is implemented and the extent to which it can be sustained over time. Organizational changes may be necessary to ensure that the curriculum is effectively implemented and achieves its intended goals.

Some examples of organizational changes that may be made to a curriculum include:

  1. Aligning resources: Curriculum change may involve aligning resources, such as staffing, funding, and facilities, to support the implementation of the curriculum. For example, a science curriculum may require additional laboratory space or equipment, and schools may need to allocate resources to support these needs.
  2. Providing professional development: Curriculum change may require providing professional development opportunities to teachers to help them effectively implement the new curriculum. This may include training on new teaching methods or new technology.
  3. Changing schedules or structures: Curriculum change may require changes to schedules or structures to better support the implementation of the new curriculum. For example, a language curriculum may require longer class periods or more frequent language practice sessions, and schools may need to adjust their schedules to accommodate these needs.
  4. Establishing communication channels: Curriculum change need effective communication channels so that stakeholders are informed and engaged in the change process. This may include regular meetings with teachers, parents, and community members to provide updates and gather feedback.
  5. Implementing monitoring and evaluation systems: Curriculum change may require implementing monitoring and evaluation systems to assess the effectiveness of the new curriculum and to identify areas for improvement. This may include collecting data on student outcomes, teacher performance, and other indicators to ensure that the curriculum is achieving its intended goals.
Dimensions of Curriculum Change- Substantive, Instructional, and Organizational
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