What Influences A Curriculum Design?

Factors That Influence A Curriculum Design

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What Influences A Curriculum Design?

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Curriculum design follows a dynamic trend that is multi-factorial in nature. To name a few, we have
the environmental, the political, and the social factors to consider in formulating an adaptable
curriculum that is reflective of our current needs in the field of education.
Starting off with environmental factors, it is but pretty obvious that the philosophy behind man as the
caretaker and consumer of nature has been given great importance when the past and present
curriculum allocated part of its time through conservation of resources through gardening and/or tree
planting, recycling of waste materials, water sanitation, etc. Through these initiatives, various natural
disasters (e.g., fire, floods, landslides, etc.) can be prevented as experienced in the past as well as

inculcating in us the idea that what we give to our environment will also be given unto us depending
on the degree of our usage. Hence, postponement of classes because classrooms are being
temporarily converted into evacuation centers will be minimized should an emphasis on
environmental factors be greatly considered as influencing the curriculum.
Another factor to consider as having an influence towards curriculum design is on politics. Both
private and public institutions are affected by politics primarily on how the curriculum design is being
funded. Funds fuel everything from who delivers the information and what mode of delivery will be
utilized. This would not affirm the notion though that the greater funding there is, the better
curriculum design is at stake. Some curriculum designs, no matter how worst due to poor funding,
are still considered as good for some that they make the best out of it and emerge as having better
products than the earlier notion. Funding is an administrations way of expressing their degree of
affiliation to improving education in their areas of responsibility. As long as a curriculum design is not
deprived of its allocated funds to operate in an optimum level, it is expected to generate something in
return that is positive in nature.
Finally, the third factor to influence a curriculum design is the society. Society affects us and so do
we affect the society in many ways. Tradition, religious beliefs, laws, etc. make us believe of
something in view of education in different ways. Traditions make it hard to introduce something new
even if this something new is far better than the old one since old ones were thought of as better for
having been tried and tested. Hence, tradition Impedes and deters change. Curricularists must,
therefore, find ways to protect cherished beliefs and yet to continue to improve the curriculum.
Religious beliefs are diverse and thus, curriculum nowadays must be designed to protect accepted
beliefs and not argue against each other. Curricularists must assume that certain accepted values
are promoted without imposing one denominations beliefs or practice. With regards to laws, they are
indeed capable of introducing change and so curricularists are compelled to protect the roles of the
school and the laws of the land. Putting it another way, the society and the curriculum design mirrors
each other and we are in between.
Having presented the three factors above, it is but of great deal to mention that these factors are not
on top of each other but is on the same level as each factor should be addressed well in order for a
curriculum design to be in full-function without a slight hint of retreat. How challenging this must have
been for the 21st century curricularists to design one that is new, fund-driven, tried and tested, morally
and ethically accepted, substantial, ever changing, and addresses the needs of man and his
environment.
This entry was posted in Uncategorized on September 5, 2012 by Alfred.
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