Analyzing The Curriculum Posner Pdf Free Download

Curriculum analysis refers to segmenting the curriculum in order to understand the coherent plan (1,2).On the other hand, curriculum development involves building and packing the curriculum in order to present a coherent plan (3).Curriculum analysis is a useful tool that can be utilized to evaluate how the different parts of the curriculum fit together in terms of focus and coherence,checking the underlying beliefs and assumptions validity. Also, it is an important step taken by most of the medical schools in seeking justification for curriculum choices and assumptions (2).

We evaluated FMUG undergraduate curriculum in terms of needs assessment, objectives, content, content organisation, educational strategies, teaching methods, assessment methods, educational environment implementation and curriculum management. We looked at the implementation of these 10 questions for the current program in FMUG and how it responded to these questions. This process involves content analysis of curriculum materials.Triangulation and multiple sources of data were applied to ensure internal validity.

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The curriculum objectives/contents were set by the faculty staff and stakeholders based on community health needs and review of several internal medical curricula (18).The general and specific objectives of FMUG are summarized in Table 2 (19).The curriculum of FMUG is objective-oriented and integrates the general, intermediate and specific objectives of the faculty.FMUG adopted a competence-based approach in all curriculum phases and the broad competencies required of students at graduation are:

The optimum competencies (knowledge, skills, and attitudes) are closely related to the existing and emergent needs of the society because they are originally based on the society needs which were assessedat the start of the curriculum development (16,18,20).Moreover, those competencies are learned in the existing health units in which the students will practice after graduation (15,21).

The multifaceted approach used for identifying the specific learning needs including Delphi techniques are demonstrated in the literature as a reliable empirical method for needs assessment (13,31).Changes in healthcare policy, living conditions and healthcare needs necessitate regular revisions of the curriculum (32). However, the FMUG curriculumis based on priority health needs defined in 1970s, but the identified health problems remain unchanged.

The study described FMGU curriculum as a community-oriented and community-based, student-centred, problem-based, and integrated learning programme (SPICES model).An evidence base for effectiveness of this approach is emerging to accumulate rapidly (33).

The success of this curriculum is reflected by the fact that many regional medical schools seek to emulate FMGU. FMGU has assisted in the PBL curriculum designof several medical schools in Sudan as well as a few in the WHO East Mediterranean Region (4,34).

FMGU curriculum had been subjected to external evaluations. An external assessor conducted evaluation of the school curriculum in response to the assignmentfrom the Network: Towards Unity for Health (TUFH). Based on that report the school was recognized by the Network(4,14).

The curriculum features a community-oriented, problem-solving approach using an integrated, block system of education.It also blends with the existing health care delivery system and with the community around it and adopts team-work as a basic strategy.

This chapter is an attempt to help teacher educators develop an understanding of curriculum design and theories as they relate to LCE. The chapter will assume that teacher educators have knowledge of the processes of curriculum development in Africa and aims to be a gateway into the broader range of ideas about curriculum developed by educational and curriculum researchers as well as reformer-philosopher such as Paulo Freire and John Dewey.

College curricula in Africa are often developed at the national or sub-national level with some flexibility to interpret the curriculum at the college through tutor-designed syllabi and lesson plans. Many college tutors are enlisted to participate in the development of curricula and materials at the national level. However, few college tutors have backgrounds in curriculum development and design. This chapter is structured to provide descriptions of different perspectives on what constitutes knowledge, ways such perspectives influence curriculum, types of curriculum, and major curriculum theories. The seminars at the end of the chapter will prompt the participants to use these ideas to develop a critical understanding of the curriculum in their particular contexts.

Epistemologists ask, "Where does our knowledge come from?" To understand the importance of this question for a curriculum worker, recall the exposition on LCE in the last chapter. Imagine being a student in a classroom that implements LCE. In such a classroom, the source of knowledge for students is not only the teacher and the text; students are expected to solve problems and develop knowledge in the process. Clearly, a curriculum that responds to LCE will be based on a different set of ideas about the sources of knowledge than a curriculum that responds to a traditional mode of educating children. What knowledge is and how it is acquired become critical questions for the curriculum developers and teacher educators to pose. An understanding of the epistemology is important in guiding the development of curriculum materials as well as teaching and learning. Since this resource book is largely concerned with two different ways of educating children, the transmission mode and the learner-centered, we would like to discuss two epistemological perspectives related to these two modes: positivism and constructivism.

A positivistic perspective on knowledge assumes that knowledge is separate from the knower. Knowledge is fixed and waiting to be discovered, as the human mind can only discover knowledge that already exists. John Dewey called the positivistic view of knowledge the "spectator theory of knowledge," because we can only observe the pre-existing reality according to this perspective; we cannot participate in knowledge construction (Dewey, 1960, p. 23; McEwan & Bull, 1991). What are the pedagogical consequences of such a view of knowledge? When knowledge is seen from a positivistic perspective, curriculum materials and teaching and learning also appear as focused on transmission of pre-existing knowledge or information. By careful explanations and paying attention, knowledge can be acquired by the student who is well prepared to receive it. How well the student receives the knowledge is reflected in the grade he or she receives. If knowledge is to be transmitted by the teacher and received by the student, then the curriculum tends to be consistent with a teacher-centered model of instruction and a traditional system of assessment that aims at assessing recall of received knowledge.

Posner (1994) identified five types of curricula ongoing at any one time, calling them concurrent curricula. He acknowledged that curriculum is not merely the documents that prescribe what to teach. Curriculum, when looked at broadly, has many aspects. These five main aspects are:

The field of curriculum consists of a great multitude of theoretical ideas. We cannot go over each one of them in this chapter, but will survey some of the main ideas without attempting to necessarily draw connections between them. For a teacher educator interested in knowing more about curriculum theory and practice, see the references at the end of this chapter.

The dominant model for curriculum development in the West (and adopted throughout the world) is that proposed by Ralph Tyler from the University of Chicago in the 1940's and 1950's (Kliebard, 1970; Tyler, 1949). Tyler argued that to develop a rational curriculum one should ask the following four questions:

To understand the operation of Tyler's rationale, consider how you may go about designing a mathematics curriculum for, say, grade 6. The first step would be to establish the objectives. Under the current standards based reforms, such objectives are usually statements about what the children will be expected to know and be able to do. Next, Tyler's rationale would require you to imagine a set of experiences that, once provided, would enable students to acquire the knowledge and skills set in the statements about the objectives.

For example, imagine a mathematical task in which students are required to compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line. As such, then, the curriculum developer will be required to figure out a set of experiences and activities that must be provided to the students in order to help them accurately compare, order, and place the numbers on a number line. However, this would not be enough. The next step would be to ensure that students understand the concept of rational numbers, have learned to distinguish between fractions, decimals, and mixed numbers and have already acquired the concepts needed to compare and order numbers. This suggests sequencing and ordering the curricular experiences for the students in response to Tyler's third question. Finally, a number of assessment instruments would need to be designed in order to assess whether or not the students had acquired the knowledge and skills set forth in the objectives.

Influencing the whole process of Tyler's thinking about the organization of curriculum are the fields of educational psychology, educational history and philosophy. Tyler's model emphasizes product and behavioral objectives in curriculum design. The Tyler Rationale claims to be objective and impartial, because it is a method or procedure for developing curriculum rather than a description of what should be taught and how. However, critiques of Tyler argue that the curriculum from this perspective does not consider the backgrounds and experiences of the learner (socio-cultural context is given little consideration) and is teacher-centered in that the teachers are focusing on meeting the behavioral objectives rather than focusing on what learners really learn. Tyler's approach also purports to be a technical one devoid of bias when, in reality, curriculum is always politically determined. 17dc91bb1f