Types of curricular changes
There may be particular tendency to switch the priority and emphasis on partial or radical changes to the existing curriculum such as:
- From academic objectives to vocational objectives;
- More individualistic and personalized curriculum;
- Introduction of a whole new degree program or specialised stream at the undergraduate level;
- Introduction of a whole new (course-work) degree program at the postgraduate level;
- Introduction of a new subject, or deletion of an existing subject;
- Change to or within a first-year or other core subject, such as a change to the first language taught to undergraduate students;
- Change to or within an elective subject, such as a change in the choice of AI language used in a third-year subject.
(Gruba; Moffat; Søndergaard & Zobel, 2004)
Factors Influencing curriculum change
- Values and issues – humanism for all versus humanism for some, cognitive versus mental health (affective, etiquette, aesthetic) (Inlow, 1965).
- Influential individual – Influential or outspoken leader or authoritative figures whom initiated the change (Gruba; Moffat; Søndergaard & Zobel, 2004)
- Financial pressures – Funding for educational programmes, infrastructures, etc.(Gruba; Moffat; Søndergaard & Zobel, 2004)
- Staffing issues and workload – The number and the quality of the relevant skilled personnel, pedagogic argument, etc. (Gruba; Moffat; Søndergaard & Zobel, 2004)
- Technological development – Globalization, advancement of Information and Communication Technology
- Current Needs – Competition, Nation building, Political, Economical and social development (Fotheringham; Strickland & Aitchison, 2012)
- Social structure and pressure group demanding certain curriculum change.
- Security – Political stability, loyalty and citizenship
- Government Policies – Vision, mission and national philosophy of education that drawn the scope and limit of the curriculum and education development blueprint
- Culture – Priority cultural heritage versus social reform.
- Can you think of other factors that contributed to the change in curriculum?
- Among the factors mentioned above, which three will you consider the most important of all? Why would you say so?
- Do you agree that we can maintain the status quo without changing the curriculum? Justify your claim.
<<Previous Topic: T4 Philosophy of education in Malaysia | T5 Curriculum: Concept | Theoretical framework | Objective Model: Tyler | Taba | Process Model: Stenhouse | Type of curriculum: | Formal | Informal | Non-formal | Factors | Role of teachers | Implication | Reference | Next Topic : T6 Curriculum and implementation of curriculum >>