The idea of education as consumption means that education is a product or service that can be purchased and consumed like any other commodity. In this view, students are seen as consumers who pay for an education in order to acquire specific skills and knowledge that will enhance their future employment prospects and earning potential.
Education as consumption emphasizes the economic benefits of education, such as higher wages and better job prospects, and views education primarily as a means to achieve personal and professional goals.
It also focuses on the importance of competition among educational providers, with students as consumers choosing the institution that offers the best value for money.
Few major points in education as consumption are :
Education as a product: Education is seen as a product that can be bought and sold in a market economy. In this view, students are consumers who pay for education in order to acquire specific skills, knowledge, and credentials.
Student as a customer: In the model of education as consumption, students are treated as customers who have a choice of educational providers and can make decisions based on factors such as quality, cost, and reputation.
Emphasis on economic benefits: Education is viewed primarily as a means to achieve personal and professional goals, such as higher wages and better job prospects. The economic benefits of education are emphasized, and the value of education is often measured in terms of its return on investment.
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:
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.
Revising learning objectives: Curriculum change may involve revising or updating the objectives to better reflect changing societal needs or workforce demands.
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.
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:
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.
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.
Providing additional resources or support: Curriculum change may involve providing additional resources or support to students to help them succeed.
Redesigning assessments: Instructional changes may also involve redesigning assessments to better align with learning objectives and to provide more meaningful feedback to students.
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:
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.
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.
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.
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.
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
The conceptual structure of curriculum theory includes the following major characteristics:
Curriculum as a social construct: Curriculum theory views curriculum as a socially constructed structure that is shaped by the values, beliefs, and relations of society. It recognizes that curriculum is not a neutral organization or structure but is influenced by social and cultural contexts.
Curriculum as a process: Curriculum theory views curriculum as a dynamic and ongoing process that involves the design, implementation, and evaluation of educational programs. It recognizes that curriculum is not a fixed entity but is constantly evolving and changing in response to new knowledge, social and cultural changes, and educational policies.
Curriculum as a context for learning: Curriculum theory views curriculum as a context for learning, in which learners engage in meaningful and purposeful activities that promote their intellectual, social, and emotional development. It recognizes that curriculum is not just a collection of knowledge and skills but is a means for promoting the holistic development of learners.
Curriculum as a tool for social change: Curriculum theory views curriculum as a tool for social change, in which educators can use the curriculum to promote social justice, equity, and democracy. It recognizes that curriculum can be used to challenge social inequalities and to promote the empowerment of learners.
Curriculum as a reflection of values and beliefs: Curriculum theory views curriculum as a reflection of the values and beliefs that underlie education. It recognizes that curriculum is not value-free but is shaped by the beliefs and values of educators, learners, and society.
Major Characteristics of Curriculum Theory- Conceptual Structure
Curriculum theory has a logical structure that includes the following major characteristics:
Ontology: Curriculum theory is concerned with understanding the nature of the curriculum, including its purpose, meaning, and existence. It tries to understand the questions such as “What is the curriculum?” and “What should be the goals of education?”
Epistemology: Curriculum theory is concerned with the ways in which knowledge is acquired, organized, and transmitted through the curriculum. It explores questions such as “What are the different ways in which knowledge can be organized?”
Axiology: Curriculum theory is concerned with the values and beliefs which are the curriculum. It explores questions such as “What values should be promoted through the curriculum?”
Methodology: Curriculum theory is concerned with the methods and processes used to design, implement, and evaluate curriculum. It explores questions such as “What are the different approaches to curriculum design?”
Pragmatics: Curriculum theory is concerned with the practical implications of curriculum, including how it is implemented in educational settings and how it affects learners. It explores questions such as “How can curriculum be adapted to meet the needs of diverse learners?”
A futuristic model of curriculum would aim to prepare students for the rapidly changing and modified world of the 21st century. This model would focus on the development of skills such as critical thinking, problem-solving, collaboration, communication, creativity, and adaptability, as these skills are essential for success in today’s workforce and society.
The curriculum is designed is flexible and responsive to changes in technology, society, and the economy. It would be interdisciplinary and cross-cultural, incorporating multiple perspectives and encouraging students to think globally.
The curriculum also focuses on lifelong learning, with a strong emphasis on the development of self-directed learning skills.
The curriculum would incorporate practical, real-world experiences that enable students to apply their knowledge and skills to real-world problems. These experiences could include internships, community service projects, and entrepreneurship programs so that the students can be prepared for future and changing needs.
Assessment in this futuristic model of curriculum would be diverse and multi-dimensional, including performance-based assessments, project-based assessments, and traditional tests. An assessment would also focus on the development of skills, rather than just content knowledge.
The curriculum incorporates multiple perspectives and encourages students to think globally.
The curriculum is designed to be flexible and responsive to changes in technology, society, and the economy.
The curriculum prioritizes practical, real-world experiences that enable students to apply their knowledge and skills to real-world problems.
