THE CONCEPT OF CHANGE. CURRICULUM DEVELOPMENT AND CHANGE,CURRICULUM CHANGE

1. 1

2. The phenomenon of curriculum
Change
• Presented to
• Prof Dr, Muhammad Asif Malik
• Presented by
• Anila Yasmin
• Nadia Rafiq
• M.Naeem Ashraf

3. Concept of change
• Change is a constant law of nature. It always brings
improvement. It always occurs Continuously.
Technological advancement and explosion of
knowledge is the basic reason of varying style of
change. Change is an ongoing, almost unconscious
process that involves reworking familiar elements
into new relationship

4. Using Change Concepts for
Improvement
• While all changes do not lead to improvement, all
improvement requires change. The ability to
develop, test, and implement changes is essential
for any individual, group, or organization that
wants to continuously improve.
• There are many kinds of changes that will lead to
improvement, but these specific changes are
developed from a limited number of change
concepts.

5. Forces driving change
• community
• technology
• political economy
• credibility: people want more and more from
public education
• complexity: competing demands of governments
and interest groups

6. Features of change
• it’s a PROCESS not an EVENT:
– it requires - time
- energy
- resources
• it is achieved incrementally and entails
development in feelings and skills in using
new programs.
• it should lead to improvement

7. Features of change
• To work, it must be supported by individuals first.
• ( institutions cannot change until the individuals
within them support the innovations)
• It is a learning process in itself

8. What are your drivers for curriculum
change?
• National ‘imposition’
• Local need
• Staff dissatisfaction
• Parental Demands
• Student demands – are all students achieving /
participating
• Standards – can they be maintained in view of the
challenges of new courses?
• Leadership - meaningful change and curriculum
evolution

9. What’s a curriculum for?
• A school curriculum is intended to provide children
and young people with the knowledge and skills
required to lead successful lives.
• Today, there is growing concern that the taught
curriculum needs to be reconsidered and redesigned.
 What is a curriculum for at this time? It comprises a
challenging selection of subjects that help children
and young people understand the world. It highlights
skills necessary for learning throughout life, as well
as for work, and for one’s personal development and
well-being.

10. What’s a curriculum for?
 But a curriculum is also political. Decisions about
‘what’s in’ and ‘what’s out’ change from time to time
depending on political needs and aspirations.

11. Curriculum Change:
• Process of Curriculum change may be assisted
by permissiveness and Support in a
accordance of with a helpful improvement in
Curriculum. Changing Curriculum Changes
individuals.
• At the time of Curriculum Change it must
be necessary in Consideration that Resources
of implementation of Curriculum are available
or not.

12. Curriculum development and change
• Successful curriculum development requires
better use of ‘change knowledge’ ‐ failure
is often a result of neglecting it.
Policy‐makers, education leaders and teachers
need to know more about the drivers of
successful curriculum change in schools.
There‐fore, learning about educational
change and its key features should become
inte‐gral elements of any serious curriculum
reform process.

13. Curriculum development and change
• Re‐conceptualizing curriculum. Many curriculum
reforms are based on how the curriculum has
traditionally been organized. As a consequence,
many curricula have become overloaded,
confusing and inappropriate for teachers and
students. Therefore, curriculum orientation should
shift from a curriculum as product model to a
curriculum as process model. This would also
transform the role of the curriculum from a
purely technical document into a more
comprehensive idea that also serves as guideline
for school improvement.

14. Curriculum development and change
Changing the way teachers teach and students
learn requires specific approaches. In‐service
training of teachers is not enough. If
curriculum reform aims at changing the ways
students learn and teachers teach, more
sophisticated implementation strategies are
required. Therefore, helping teachers to create
professional learning communities and schools
to learn from each other are recommended
approaches.

15. Types of curriculum change
• 1. Empirical-rational: Stress is laid on the need for
change and the competence to implement. These
changes do not occur at school level as they are not
capable of bringing such change.
• 2. Normative-re-educative strategies: It is based on
the rationality and intelligence of humans. This kind of
change can occur by approaching humans convincing
them that there is a need to change their values,
attitudes, understanding and skills.
• 3. Power strategies: Changes should meet the
expectations of the superiors who are in a higher
power. Such coerce strategies are used often in
schools.

16. According to John Mcneil the different
types of changes are:
• 1. Substitution: In this type of change one
element is substituted by the other, i.e. one
course paper/one unit is replaced with another.
Mostly, this kind of change is easily implemented.
• 2. Alternation: If some material, content, item
or procedure is introduced into the existing
material and is adopted, it is considered
alteration.
• 3. Perturbation: Some changes when introduced
disturb the programme for sometime and then
later on they get adjusted or adopted into the
programme

17. • 4. Restructuring: These changes lead to
modification of the system itself. For instance,
team teaching, project method or competency-
based teaching and evaluation. This change is like
restructuring.
• 5. Value-oriented change: This change basically
brings a shift from one's philosophy or basic
ideology towards a particular auricular
prescription or orientation. Most of them who
resist should adjust with the changes and accept
the same. The teachers who cannot adjust their
values to such changes may not be retained for
long.

18. Need of curriculum change
• People improve with greatest enthusiasm when they
detect the desire of the stimulator of improvement to
improve himself
• The direction of improvement should be determined
cooperatively. People's goals differ; however, if they
are to work together effectively, they must determine
cooperatively the direction their efforts are to take.
• The direction of improvement should be determined
cooperatively. People's goals differ; however, if they
are to work together effectively, they must determine
cooperatively the direction their efforts are to take.

19. • People improve through experiencing. The kind
of teacher one is may be determined largely by
the kinds of experiences he or she has had.
School systems should seek to provide their
teachers with the best of in-service education.
• Stimulators of improvement should divide their
time between contacts with individuals and
contacts with groups. Research and practice
show that both individual conferences and
group work are effective in helping teachers
improve the quality of their work

20. • Whenever possible, improvement should be
induced in situations that involve problem solving.
People improve most when a stimulator of
improvement helps them solve their own
problems
• Stimulators of improvement should help keep
channels of communi-cation open. Psychological
static easily gets between the sender and the
receiver of a message
• Stimulators of improvement should use their
power and influence with great care.
Educational leaders have largesse to distribute in
the form of position, salary, approval, knowledge,
prestige, disciplinary control/ and even affection.

21. • Stimulators of improvement should operate
on a limited number of fronts at a given time.
Curriculum workers are learning that
sweeping, comprehensive improvements
rarely take place

22. FACTORS AFFECTING CURRICULUM CHANGE
• 1. Does the school have a well-defined
philosophy? Is it accepted by the teachers? What
contradictions are there between philosophy and
practice?
• 2. When was the school last evaluated by an
outside group? Were there any key
recommen-dations that were not acted upon?
• 3. Has the school participated in educational
innovations or experiments?
• 4. Does the school staff participates in
professional activities?

23. • 5. What provision is made for suitable
equipment, facilities and instructional aids?
• 6. What evidence is there of poor
'articulation'?
• 7. To what extent are administrative and
supervisory practices democratic in nature?

24. Developing a Program for Curriculum
Change
• Develop a faculty consensus as to what level
of involvement your program or school should
and can play in curriculum
• If the decision is made to proceed with
necessary curriculum change, undertake a
process to develop and implement this change

25. Developing a Program for Curriculum
Change
• Consider various funding possibilities.
• Take into account changes in the regulatory
environment in your and neighboring states.
• Consider all your constituencies that are
affected by the change process.
• External organizations can influence the
curriculum innovation process.

26. Developing a Program for Curriculum
Change
• Institution missions, goals, and policies have a
pervasive influence on the policies and
procedures in your program
• The way you organize and run the department
or school can have an important effect on the
innovation process.

27. Explosion of Knowledge
(as a factor of change)
• Humanity's stored of knowledge has shown an
additive increase in the past, but in recent
years the growth in knowledge has beer-
exponential. Not only has knowledge
accumulated, but also there have been new
ways of orga-nizing it and looking at it.

28. The Community
(as a factor of change)
• There are certain key questions that should be
asked about school-community relationships in
seeking evidence of the need for programme
modifications.
• 1. How does the community feel about the
school? What is being done to improve school-
community relations?
• 2. Has the population of the community
changed? If so, in what ways?

29. • 3. Does the school have an active parent-
teacher association or similar organization?
• 4. What economic changes have taken place
in the community?
• 5. For how much time and to whom is the
school building open? How is it used?
• 6. What studies do teachers make of their
students' environmental backgrounds?
• 7. What community resources are available?

30. The Society
(as a factor of change)
1. People conceive of the need
2. People will draw up plans to deal with the
situation.
3. People will carry out these plans.

31. ‘Curriculum improvement'
• Changing people.
• Making decisions.
• Co-operative action on abroad base.
• Developing a functional educational
philosophy.
• Studying pupils and their environment.
• Keeping up to date with knowledge.
• Studying ways to improve instruction.
• Carrying on evaluation.

32. Other Factors Affecting Curriculum
Change
• 1. Socio-political factors
 As the state's policies change, they have an
influence on the educa-tional policies and
schemes that they undertake
 It also takes into consideration the social
needs and demands and changing trends in
the society with respect to various other issues
and contemporary developments

33. Economic Factors
• Economic status of the people and the state
play a role in the curriculum change. The
aspirations of people, their demands and
expectations from particular courses or
curricular inclusion at various stages of
education, all depend on he economic status.

34. Stages of curriculum change
• The first Stage
first stage is that of initiation, in which ideas for
change are launched and decisions are made
regarding the nature, direction and extent of
change.
The second stage is said to be one of
legitimating, in which the sentiment on behalf
of change is being communicated.

35. Stages of curriculum change
• The third stage in-volves congruence of the
separate systems of values held by the person
or persons seeking to create change and by
the person or persons who are the targets or
human subjects of the proposed change

36. Thank you
God bless you