Curriculum

CURRICULUM:
INTRODUCTION:
The modern concept of education aim at bringing about describable changes in the pupils behavior . Keeping the needs of the students, the goals of the nations, he aspirations for the society the development of the individual personality and other such factors. A suitable educational course has to be designed , structured and provided to the students, through which he/she com develop the much desired patterns of behavior . This is initiate the process of framing and planning a good curriculum.

MEANING CURRICULUM:

Curriculum occupies the most significant and central place in the process of education. The word curriculum is derived from Latin Word “CUrrer” That refers to the “course of a chariot race “whereas the common dictionary usage is “course of study” .A curriculum is all of learning. It includes the goals , objectives content, processes, resource and mean of evaluation of all the experiences planned for pupils, both in and out o he school as well as the community

DEFINITIONS OF CURRICULUM:

“Curriculum defined as all of the directed learning experience of children and youth under the influence of the school.”

American Association of school administrators (1953).

“We conceive of the school curriculum as the totality for learning experiences that the school provides, for the pupils through all the manifold activities in the school or outside , that ar carried out under its supervision”.

Kothari Commission.

“Curriculum includes all those activities which are utilized by the school to attain the aim of education”.

Gwyam J. Minor.

“Curriculum manifests life in its reality”.

Kilpatrick.

It can refer to the total structure of ideas and activities, developed by and educational institution to meet the needs of student and to achieve desired educational aims.

“A dictionary of education Derek Row tree (1981) Curriculum embodies all the experience which are offered to learner under the direction of the schools”.

TYPES OF CURRICULUM:

For ages the curriculum was traditionally conceived in term of subject matter. IT will not be surprising to find even today that many people view it as material or text books that are used in the schools. But according to the new concept of curriculum , provisions are made for the varying abilities and interests of pupils. This principle of variety operates not only at the individual level. Hence it is very essential to have various types of curriculum. 

subject concept:

This deemphasizes on the mastery over entrain types of knowledge and skill as the main objectives some of its characteristics:

More importance is given to subjects.

Stress is laid on the teaching of the subjects.

Subject matter is organized before it is presented in the class.

Facts are considered moreCHILD CENTERED CURRICULUM:

In this type the curriculum is built upon the needs, abilities interests and levels of the child or student. It is base on the concept that “Life Is education and education is life”.

The chief characteristics are:

The leaner occupies the central position.

Stress is on the all round development of the child.

Instruction is imparted for the sake of improving the life of the learner.

Education is regarded as a means to prepare the learner to be a socially efficient individual.

In this type of curriculum  “Education and Teaching is made to suit a child in accordance with his particular need and interests rather than pushing him into an educational mould important and memorization of facts Is predominant.

TRADITIONAL CURRICULUM:

It is somewhat similar to the subject centered curriculum and having influence of ancient education system.

Teacher centered and knowledge, information oriented.

More emphasis on religious matter and education take place in religious institutions.

Ultimate aim of education is salvation of self-realization.

Rigid curriculum and religious books are the source of information.

Narrow outlook and traditional base

PROGRESSIVE CURRICULUM:

This is modern curriculum which has given more emphasis on science and technology.

The main feature of this curriculum are:

It is child centered and activity , experience oriented.

Contemporary issues like democracy, Socialism, Secularism etc. Are more emphasized.

Education is mean for leading life, And flexible in curriculum.

It view is broader, multipurpose and based on scientific development .

PRINCIPLE OF CURRICULUM CONSTRUCTION:

The traditional curriculum has been criticized as narrowly conceived un-psychologically planned and ineffectively executed. Therefore the secondary Education Commission made  faithful analysis of the curriculum to find it defects and enumerated the principle of curriculum construction.

PRINICIPLE OF CHILD CENTEREDNESS:

Education is for the child and not the child for education curriculum should frame according to the needs, capacities emotions and age of the child. The content and activities should help the child for all-round development. IT should also help the development of individuality.

PRINCIPLE OF ACTIVITY:

The curriculum should be build around variety of activities related to head. Hand and heart. Learning by doing and learning by living should be the cardinal principle. Educational psychology has shown that the learns best through.

TOTALITY OF EXPERIENCE:

I t means all those formal and informal experiences/activities that a pupil receive in the school.

PRINCIPLE OF VARIETY AND ELASTICITY:

Different children have different interests, attitudes, capacities and abilities. In the view of these varieties the curriculum should include variety of things. This allows for individual different and adaptation to individual needs and interests.

PRINCIPLE OF USING LEISURE TIME:

Curriculum should help the child to spend his time in a useful and productive manner, this makes school life more pleasant and meaningful. For this a variety of activities social, aesthetic, sports, cultural etc-should find a place in the curriculum.

PRINCIPLE OF COMMUNITY CENTEREDNESS:

Education is a social process and it is aiming at community welfare. School it called as the centre of community socially desirable individual. The curriculum must help to bring the school and community closer.

INTERR-RELATION OF SUBJECT:

The curriculum should not consist of a number of isolated, uncoordinated watertight subjects. The different subject of the curriculum should be related to each other from point of view of content/concepts and vocabulary.and the curriculum must touch the community life and it must help the child to become 

PRINICIPLE OF DIGNITY OF LABOUR:

It should help to develop work culture and dignity of labour vocational training is one of the aims of education and the curriculum should include  vocational activities to develop vocational skill and abilities.

PRINCIPLEL OF CULTUE AND CIVILIZATION:

One of the important aim of education is development of culture, education works in the cultucultural heritage and components of modern civilization.

PRINCIPLE OF CREATIVITY:

ral harmony and integration of culture. Therefore the curriculum should. Inculcate the Children are creative by nature so ample scope/opportunity should be provided for creative and constructive work.

NATIONAL CORE CURRICULUM.

The national policy education N.P.E. 1986 recommended the national system of education with common educational structure and 10 common core Clements in curriculumtransmission of culture, presentation and promotion of culture. It  also promotion 

HISTORY OF INDIA’S FREEDOM MOVEMENT

The curriculum should  include India National Movement, National incidents great leader and their contributions. Through this the curriculum should be able to develop unit, solidarity patriotism , sacrifice etc. among children.

CONSTITUTION’S OBLIGATION:

The curriculum should reflect the constitution’s obligations, preamble, state directive principles, fundamental rights and duties, constitutional ideas such as democracy , socialism, equality fraternity etc.

CONTENT ESSENCTIAL TO NURTURE NATIONAL IDENTITY:

Curriculum should be able to promote national Identity and Nationality To achieve this curriculum should include great personalities, freedom fighters unity, patriotism National ideals, Indian languages and literature.

EQUALITY OF SEX:

Education should promote equal status and respect to women. It should help for women empowerment. The curriculum should include the components like social evils and their removal child marriage rights of women and children socio-economic status for women

PROTECTION OF ENVIRONMENT:

At present; the human and natural environment is  deteriorating due to population explosion, Industrialization, urbanization, deforestation pollutions soil erosion etc. and education must plan to protect the environment. Hence the curriculum must include the problems measure to protect environment. It should help to includes environmental values.

REMOCAL OF SOCIAL BARRIERS:

Indian society is with full of conflict and social problems and social evils such as caste system child marriage, inequality, untouch ability, female infanticide, sati, dowry, Bonded labor , child labor. Poverty, hunger etc. The curriculum must help to remove these social barriers by enlightening the young mind.

OBSERVANCE OF SMALL FAMILY:

India is a second populated country in the world. It affects on all aspects of national and individual life. Population growth must be controlled by the developing right attitude and favorable mind towards smaller family. To achieve this curriculum should include small family norms. Sex education, family planning, maintaining child health.

INCULCATION OF SCIENTIFIC TEMPERS:

Curriculum should include inventions and discoveries , life histories of scientists, etc. It should also include modern trends in the field of science and technology and importance of science in daily life.

EGALITARIANISM (EQUALITY), DEMOCRACY AND SECULARISM:

Education must bring social equality by removing caste , creed, and religious barriers for this it should reflect on the principle of democracy and secular and components such as communal harmony, fundamental rights, equal opportunities. Etc.

A CRITICAL STUDY OF THE EXISTING SCHOOL CURRICULUM:

The defects of the curriculum pointed out by the secondary education commission 1953, are as follows.

Narrowly conceived:

The curriculum is narrowly conceived and there are no broad units of study.

Bookish:

It is bookish and theoretic and neglects practice consideration,.

Over crowded:

It is over crowded with numerous academic subjects as a result of which the students as well s the teacher do not  bother about the practical aspects of studies.

Dominated by examination:

The teacher is required to teach in terms of examinations and pass Percentage.

Makes a child a passive recipient:

The syllabus and method thatdifferences. is followed for children of the whole state. This can’t provide for individual .

MEASURES/SUGGESTIONS TO IMPROVE THE SECONDARY SCHOOL CURRICULUM:

National system of curriculum must be followed and common core elements can be included which are recommended by N.P.E-1986.

Curriculum must frame with child centered activity based and functional style and it should include constructive, creative and socially useful productive work.

It should be framed in such a way that helping the students for development of shills, behaviors attitude, cultivation of human values an include principles of democracy.

It should be include practical works and nature studies which will have link with community life.

It should reflect national ideals and message . Democracy, equality, freedom, secularism, co-operation, national integration, social and scientific temper.

It should include the content and activities which can promote cognitive, affective and psychonomotor development of the child