THE CONCEPT OF EDUCATION, CURRICULUM AND CURRICULUM DEVELOPMENT

1. EDUCATION
(Meaning covered previously)
2. CURRICULUM
The word 'curriculum ' originated from the ancient Romans and meant a race course - track
followed by racing horses.
Various scholars have givendifferent meanings:
1. Bobbin, F. (1918) - those series of things which children and youth must do to have an
experience by way of developing ability to do things well that make up the affairs of adult
life
2. Kansas (1958) - what happens to children in school as a result of what teachers do
3. Oluoch, G.P.- all that is planned to enable the student to acquire and develop desired
knowledge, skills and attitudes
4. Ondiek, P. E. - all the experiences planned or guided by the School for children while
they are under the direct and legal jurisdiction of school authorities
From these definitions, we can explain curriculum as all that is organized and planned to
enable students to acquire and develop desired knowledge, skills and attitudes.
Rem: Education is the process of acquiring and developing desired knowledge, skills and
attitudes.
-Therefore curriculum can be described as all that is organized and planned to educate
learners.
- It enables learners to change their behavior in desired directions (desirable learning) in terms
of knowledge, skills and attitudes
3. CURRICULUM DEVELOPMENT
Curriculum Development on the other hand has been defined as:
1. Ondiek, P. (1986) - planning of learning opportunities intended to bring about certain
changes in pupils and assessment of the extent to which these changes have taken
place
2. Marsh & Willis (1999) - a collective and intentional process or activity directed at
beneficial curriculum change
We can derive a comprehensive meaning of curriculum development as a process which
involves the planning, implementation and evaluation of an educational programme. The
process has three key components:
a) Curriculum design - way in which the components of the curriculum (elements) have
been arranged in order to facilitate teaching and learning
b) Curriculum implementation - putting into practice what has been planned, that is,
actualize going the process of teaching and learning
c) Curriculum evaluation - use of appropriate tools and methods to appraise (find out the
effectiveness) of the curriculum. This involves measuring, analysing and interpreting
data and making decision on the effectiveness of the curriculum
The key features (characteristics) of curriculum development include that it is:
i) a continuous process (dynamic as opposed to static)
ii) a continuing function which therefore requires a permanent operational mechanism
iii) intended to bring about desirable changes in behaviour of learners
iv) self operating in terms of assessment of its own performance
Note: Curriculum development varies in purpose, scope and time:
- The purpose could be a revision or alteration of the existing curriculum by way of
rearranging the content of the subjects syllabus
- In terms of scope it may involve a small part (for example affecting some subjects or
courses) or the entire education system (for example,CBC)
- In terms of time, it could be planned as a stop gap measure to address a short time
crisis or it could be planned to last a long period of time.

4. THE SCHOOL CURRICULUM

The school curriculum comprises the experiences planned for the learners for which the school
is responsible.
- It entails the courses to be taken by learners
- It encompasses the learners' interaction with each other, with the teacher and the
materials.
The elements (components or parts) of the school curriculum include:
1. Curriculum Goals and Objectives
- In order to impart desirable changes to learners, the ideals have to be identified
- These ideals are expressed in form of statements of intent.
- The broad statements are the aims from which are derived the goals that form the basis
for the more specific objectives
- These statements reflect the relevance of what the society identifies to be important
- They cover all the three dimensions of learning - cognitive, psychomotor and affective
2. Content (or the Subjects / Disciplines)
- The curriculum outlines the broad bodies of knowledge referred to as Disciplines or
subjects
- These bodies of knowledge are based on certain theoretical and practical aspects
unique to them
- They are designed in a way that they provide unique knowledge, skills and attitudes that
address specific needs of the society
- For example, languages are designed to enable the members of the society to
communicate with one another effectively
3. Methods (or Learning Experiences)
- The desirable changes in behaviour occur after learners go through suitably designed
activities that provide them subtle experiences
- The experiences involve interaction between the learner and external conditions
(environment) that may be people (teacher, other learners, resource person …) or the
physical environment
- The contribution of the teacher is to plan and provide the most appropriate opportunities
for useful interaction
- This may involve planning the content of the subject matter in the best logical sequence,
providing the resources, using the most suitable method of teaching and assessment etc
- It encompasses the organizational strategies for teaching and learning
4. Curriculum Evaluation (Student Assessment)
 - Refers to the process of determining the extent to which the curriculum objectives have
been achieved
- It provides opportunity for the curriculum to get a feedback of its own performance
against the ideals it has set for itself
- The feedback is useful in self-evaluation of the curriculum
- The evaluation is designed to appraise the curriculum inputs, content, means, outputs
and outcomes of the whole learning process
- Specific purposes of curriculum evaluation therefore include:
a) Determining the suitability of the objectives
b) Providing justification (rationale) for curriculum improvement
c) Making decision on the suitability of the curriculum content
d) Appraising the effectiveness of the teaching methods and learning experiences
e) Assess the suitability of the curriculum in addressing the needs of the society
f) Providing feedback to the planners, implementers (teachers) outputs (learners),
consumers ( government and society) on the effectiveness of the curriculum
Question: Identify and discuss factors that influenced the change from the 8-4-4 to the
Competency-Based Curriculum (CBC) in Kenya
Note: All the four elements of curriculum interact in a dynamic manner (influence each other
continuously). It is the interaction of these elements in the social, political, economic,
technological and environmental contexts that constitute a curriculum
5. SYLLABUS
● The word syllabus is derived from the Greek term 'sittuba' which means 'title' or 'label'
● It is a document that details a plan of how a particular discipline or subject in the
curriculum will be covered
● Each syllabus is designed in a particular way that ensures that the fundamental
theoretical and practical aspects of the discipline are combined in a unique manner
Note: From the syllabus are designed the Schemes of Work from which are designed the
Lesson Plans

Document Level

Curriculum Programme level, for example,

secondary school curriculum

Syllabus Discipline or subject level, for

example, the mathematics
syllabus for secondary schools

Scheme of Work Topics level, for example, Term 2

covering a number of topics like
Trigonometry

Lesson Plan Subtopic or lesson topic level, for

example, Definition of
trigonometric ratios
Question: Distinguish between curriculum and syllabus
 Aspect Curriculum Syllabus

Meaning Set of guidelines for the Document containing topics and

Academic contents to be concepts to be covered in a particular
covered in the entire discipline/subject within the programme
programme of study

Nature Prescriptive - has to be Descriptive - (Flexible) - can be covered

followed by all players and in in a non-prescriptive manner. For
a particular manner example, teacher can reorder content to
be covered in the most suitable
sequence

Structure For the entire programme For a particular discipline or subject

covering the entire period of
study

Determined Government or international More local needs usually determined by

by: influences (eg. MDGs and Semi- autonomous Government Agency
SDGs) - societal needs (SAGA) like KICD

Changes Influenced by societal needs Influenced by the needs and interests of

and interests. Cannot be the local players - teachers, learners
easily changed etc. Changes are easy to make, for
example, reorganisation of topics

Scope Wide- changes affect the Narrower - changes affect the subject or
entire programme or discipline
education system

Dimensions of School Curriculum

A curriculum should be developed so that it is able to produce an all round learner (holistic
learner). This is a learner with realized potential in all aspects of growth and development that
include physical, intellectual, moral, spiritual, mental and health. To achieve this, curriculum
development has to consider four areas referred to as dimensions of curriculum. These include:
1. Formal dimension
- Refers to those formally structured and organized learning activities that constitute
formal class work
- They can take place inside the classroom, outside classroom or even outside school
- They encompass what is referred to as courses of study usually described in form of
subject syllabi
- The syllabus contains the objectives, content, methodology, evaluation procedures and
learning resources for a particular subject
2. Non-formal Dimension
- Constitutes activities facilitated by the school that do not appear in the syllabus
- They however contribute significantly to the overall development of the learner
 - The activities are normally referred to as co-curricula, meaning that although they are
not outlined in the syllabus they are significant in achievement of the formal dimension
- They are not formally examined
- They are meant to complement the formal dimension of curriculum
- Usually facilitated through games, clubs and societies, pastoral programmes, music and
dance etc.
3. Informal Dimension
- Constitutes the unplanned and spontaneous experiences that influence learners'
behaviour
- Could be by-products of the formal and non-formal aspects of the curriculum or the
entire school environment
- Interactions with the physical environment and social environment (members of school
community) takes place unconsciously all the time and contribute to behaviour change
- Effects of this dimension are more pronounced and long lasting, especially peer
influences
- Takes place as learners imitate and copy from peers and mentors
- Schools can deliberately shape the influences of informal learning through Formulation
of school rules and regulations, encouragement of desirable lifestyles, Regulation of
interaction with each other etc.
- Also develop programmes that bring learners into encounter with models, peer
counsellors, mentors, teachers and other persons from within or without school
environment
Curriculum as a Discipline
● Curriculum encompasses a body of knowledge which has developed over the years
● It can therefore be regarded as a discipline
● It has theoretical and practical approaches as well as principles that guide its study
● It is a developing (dynamic) area of study through inquiry and research (hence
curriculum studies)
THE CURRICULUM DEVELOPMENT PROCESS
The curriculum development process entails three components- design, implementation and
evaluation. However, it involves specific steps that are covered by these components. Tyler, R.
(1949) identified four steps - known as the Tyler Rationale
1. Selecting and defining objectives - objectives are identified by examining the subject
matter, needs of the learner and the contemporary life. Once identified, the objectives
are filtered through a philosophical screen before they are included in the curriculum
2. Selecting and creating learning experiences - these must be satisfying and motivating to
the learner
3. Organising learning experiences - presenting the experiences in a way that maximizes
learning. Sequencing of the experiences as well as subject matter integration are
considered at this stage
4. Curriculum evaluation - stage provides a check to ensure that the objectives as stated in
the curriculum are achieved
Shiundu and Omulando (1992) suggested 9 steps:
1. Needs assessment
 2. Conceptualization and Policy Formulation
3. Formulation of curriculum design
4. Development of syllabi
5. Development and selection of teaching and learning materials
6. Teacher preparation
7. Piloting
8. Curriculum implementation
9. Curriculum monitoring and evaluation
The Kenya Institute of Curriculum Development (KICD) formally the Kenya Institute of Education
(KIE) is a Semi-Autonomous Government Agency (SAGA) which is the curriculum research
center for all levels of education except University education. The Center identifies 10 stages:
1. Policy decision - considers policy statement from government on the need for curriculum
review to align to the existing needs of the society
2. Needs assessment - this entails establishing whether there is a difference between 'what
is' and 'what ought to be'
- In case there is a difference, then there is a 'gap' which ought to be addressed by
carrying out a curriculum revision
- The task of curriculum development will then be to incorporate new elements that will
bridge the gap
- The needs assessment therefore entails a full research process
- The process seeks to establish whether the existing curriculum is meeting the ideals as
envisaged by the objectives- hence the importance of objectives in curriculum
development
3. Conceptualization and policy formulation - the outcome of the needs assessment are
used by the course panel to make recommendations on how the curriculum
development process will be handled
4. Formulation of curriculum design - subject panels meet to select content needed by
considering the required competencies. The design contains information on the
objectives, content, methodology, assessment procedure, time required to cover each
content area etc
5. Development of syllabus - subject specialists (derived from teachers) develop the
syllabus for the various subjects in the curriculum
6. Development and selection of teaching and learning materials - teaching and learning
support materials are examined, validated and approved for use in schools by the
respective subject panels
7. Teacher preparation - stage involves re-orienting, re-tooling or re-training teachers to
handle the revised curriculum. This equips the teachers with requisite knowledge,skills
and attitudes towards the new curriculum
8. Piloting - means trying out the new/revised curriculum and the support materials on a
small scale (few selected schools). Any issues are addressed before mounting of the
curriculum for implementation
9. Curriculum implementation - refers to the actual use of the new/revised curriculum in
schools. All the key players bring their synergies to implement the curriculum
 10. Curriculum monitoring and evaluation - monitoring is continuous in nature and focuses
on the entire curriculum development project, that is, objectives, content, methods and
assessment. Evaluation is summative and aims at assessing the extent to which
curriculum objectives have or are being achieved.
Note: Participants in the curriculum development process include:
● Course panels - experienced subject teachers guided by experts at KICD
● Quality Assurance and Standards (QAS) Department of the Ministry of Education
● Examination bodies representatives eg Kenya National Examinations Council (KNEC)
● Representatives from teacher unions eg. KUPPET and KNUT
● Other relevant stakeholders like Faiths Based Organizations, industry, …