Curriculum Approaches

Systems-managerial and Intellectual Academic

Discussed by: Angelie T. Magdasoc

II – 17 BSE English

Systems-managerial Approach

• Considers the major interconnected elements of inputs, throughputs (process) and outputs that comprise the educational system

• Emphasizes the managerial/leadership and supervisory aspects of curriculum especially in the implementation and organization process

• The school leader has to be competent in performing the following self-explanatory functions to ensure the successful implementation of the curriculum:

1. Motivate interest of all stakeholders.

2. Encourage participation and involvement of all stakeholders.

3. Arbitrate conflicting interests of various groups.

4. Synthesize divergent viewpoints.

5. Identify common vision and goals.

6. Encourage unity of purpose.

7. Translate abstract ideas into concrete ones.

8. Clarify vague ideas

9. Organize and implement in-service programs.

10. Communicate timely and accurate information to all stakeholders.

11. Procure needed materials.

12. Monitor curriculum implementation.

13. Organize and implement a mechanism for periodic evaluation.

14. Create a climate of innovation and change.

Systems-managerial View of Curriculum Development

STRUCTURE AND PROCESSES

CurriculumOrganization

InstructionEvaluationSupervision

(motivation, communicatio n, leadership styles, decision- making)

OUTPUTS

FEEDBACK

INPUTS

Resources (human, physical, financial) Information

Success and Failure

ENVIRONMENTPublic Demand and

Expectations

Adapted from the basic systems model in J. H. Ballantine. 1989. The Sociology of Education: A Systematic Analysis. Prentice-Hall, Inc., p.13

Systems-managerial Approach

• An offshoot of the linear behavioral-rational approach.• Emphasizes the role of administrators and supervisors in

ensuring the effective and efficient operation of the school system aimed to produce the desired outcomes

• The main objective is to insure that in implementation of the curriculum, human and material resources are optimally used to produced the expressed objectives.

Beauchamp’s Curriculum

Development Model (1975)• Based on a systems-managerial framework

• Has the ff. crucial stages for planning which generally correspond to the curriculum development approach for SEDP:

1. Determining the arena or setting for curriculum engineering: country, school, classroom

2. Selecting key players and their involvement in the planning process: curriculum specialists, teachers, administrators, students, lay citizens, and non-teaching staff

3. Establishing procedures in developing the curriculum design

4. Determining implementation procedures

5. Evaluating the curriculum which involves four dimensions: evaluation f teacher’s use of the curriculum; evaluation of student outcomes; evaluation of the curriculum design; and evaluation of the curriculum system

TheSEDP

Framework

Sour

ce: B

urea

u of

Sec

onda

ry E

duca

tion,

Dep

artm

ent o

f Edu

catio

n, C

ultu

re a

nd

Spor

ts. 1

993.

Man

ual o

f Inf

orm

ation

on

Seco

ndar

y Ed

ucati

on

TheNSEC

Curriculum

Sour

ce: B

urea

u of

Sec

onda

ry E

duca

tion,

Dep

artm

ent o

f Edu

catio

n, C

ultu

re a

nd

Spor

ts. 1

993.

Man

ual o

f Inf

orm

ation

on

Seco

ndar

y Ed

ucati

on

Restructured Curriculum for Formal Basic Education (BEC)

Sour

ce: B

asic

Edu

catio

n Cu

rric

ulum

. (20

02).

Dep

artm

ent o

f Edu

catio

n. P

asig

Ci

ty:D

epEd

.

Intellectual-academic Approach

• Emphasizes the importance of theories and principles in curriculum planning

• Influenced by the philosophical and intellectual works of Dewey (1916), Morrison (1926) and Bode (1927)

• Attempts to analyze and synthesize the historical development, cultural demands and philosophical ideas which underpin the curriculum, including issues and trends