The Process of Systematic Curriculum Development

Strictly speaking the process of systematic curriculum development begins at the moment when policy-makers begin to fashion a new educa- tional policy. This usually stems from some widely-felt dissatisfaction with the existing educational policy, as in Pakistani and other African countries since independence. In mostinstances a cross-section of the population is consulted, as has been the case in recent years in Pakistani and Zambia. Pakistani’s National Curriculum Conference of 1969 (already referred to) was an exchange of views between educationalists and non-educationalists. In Zambia the educational review document, prepared by specialist educationalists, was widely publicised and subject to public debate. It is also possible to have a new policy emanating from a govern-ment’s thinking on education. This has been the case in Tanzania, where the President’s Education for Self-Reliance has been the educational bible of the country. As long as a government is supposed to rule on behalf of the people such government-enunciated policies will be taken to repre-sent the views of the people. .

Such educational policies usually contain an outline of the general goals of education in the society concerned. Educational goals are often related to the developmental needs, the cultural and social nature of the society, the economic and political structures of the country and the aspirations of the people for whom the educational policy is being fashioned. For example, Pakistani is in need of rapid economic develop-ment and national unity. Such needs should form the corner-stones of an educational policy for the country. Educational goals are often framed in very general terms, as in the following examples taken from Pakistan’s

National Policy on Education (1977):

1. The inculcation of national consciousness and national unity.

2. The training of the mind in the understanding of the world around.

3. The inculcation of the right type of values and attitudes for the sur-

vival of the individual and Pakistani society, and the following from

other parts of Africa.

4. The training of men and women inbued with socialist ideals.

5. The production of people with a liberal education, capable of

adapting to the needs of a rapidly changing society.

6. The production of the right quality of manpower needed for the

rapid economic and social transformation of the nation.

The curriculum developer is usually charged with the‘ task of trans-lating such general policy goals into practical action. In doing so he tries to derive educational objectives from the general goals. The concept of objectives will be discussed in greater detail when, in a later chapter, we talk about preparation for teaching. For the moment we shall limit our discussion to those characteristics of educational objectives which differentiate them from educational goals.