Learning experiences must be systematically organised so that learners can achieve
the goals of self and society. Hence educational experiehces must be carefully planned.
Curriculum planning coordinates the goals with the activities chpsen to achieve them.
A systematic implementation of curriculum plans still eludes educational institutions.
Of course planning does take place from the national to the classroom leve1,but such
activities are often disjointed and do not follow a definite framework of goals and
objectives. The process of curriculum planning must be based on some principles.
Beane, et. al. 1986 have given the following postulates that must guide the process of
curriculum planning :
1. It should be based on the concept of good life, characteristics of contemporary
and future society and the basic needs of human beings. This would ensure that
cumculum relates to the real world, the society and the humane qualities of
2. The essential elements of teaching and learning should be well coordinated so
that the effectiveness of teaching and quality of learning is not jeopardised.
3. Curriculum plans should be responsive to the current needs of society and Curriculum Planning
individuals. They should also foresee the future conditions and prepare learners
to nieet the future needs.
4. Curriculum plans should focus on a broad range of needs of learners and society.
5. The statements of educational goals should be written with clarity so that they
niay prove useful in guiding the process of curriculum planning. In the absence
of such clear-cut goals the plan becomes meaningless and aimlessness sets in.
6. The co~nmunitya t large has the right to identify the goals for its children. Hence
educators must inform citizens about foundational areas so that goal decisions
are based upon sound knowledge and understanding of the objectives.
7. The right and responsibility to identify programmes for learners rests with educators
because of their professional expertise. Suggestions of citizens should be sought
on school programmes but the final decision should be made by professionals.
8. Curriculum planning and development are best a$ieved through a cooperative
endeavour. This involves a wide range of expeqs to understand the complex
components of curriculum planning. I
9. The curriculum should provide an integrated set of activities rather than provide
a het of unrelated educational experiences. It should articulate the school
programmes and learners across grades and levels.
10. Cul-riculuin plans should enable learners to integrate their experiences. This is
possible only if the bch00l programme has devised a framework which coordinates
with all components.
I I . The organizational structure should be refined, by individual schools and also at
the district level. The stnicture should facilitate the study of curriculum problems
i~nda lso suggest improvement activities.
12. Continuous feedback through evaluation and action research help to modify the
curriculum plans and makes them dynamic.
I Curriculum planning should involve democratic participation right from citizens
to learners. Citizens could participate for goal identification and learners for
deciding about specific teaching-learning situations.
14. The tcacher is central to the curriculum planning process and is responsible for
tlecision making. Curriculum plans are ultimately implemented by the teacher.
The teacher can observe changes in the learner characteristics and needs in
relation to the plans.
1 5. Curriculum decision-making should be continuously evaluated. All content and
process related activities must be analysed.
The above postulates must guide the curriculum planning process.
You will agree that the search to improve school curricula is a continuous process
which reflects certain issues and trends that impact on schools and society. In the
following section we shall examine some curricular trends that curriculum workers
have to grapple with.
the goals of self and society. Hence educational experiehces must be carefully planned.
Curriculum planning coordinates the goals with the activities chpsen to achieve them.
A systematic implementation of curriculum plans still eludes educational institutions.
Of course planning does take place from the national to the classroom leve1,but such
activities are often disjointed and do not follow a definite framework of goals and
objectives. The process of curriculum planning must be based on some principles.
Beane, et. al. 1986 have given the following postulates that must guide the process of
curriculum planning :
1. It should be based on the concept of good life, characteristics of contemporary
and future society and the basic needs of human beings. This would ensure that
cumculum relates to the real world, the society and the humane qualities of
2. The essential elements of teaching and learning should be well coordinated so
that the effectiveness of teaching and quality of learning is not jeopardised.
3. Curriculum plans should be responsive to the current needs of society and Curriculum Planning
individuals. They should also foresee the future conditions and prepare learners
to nieet the future needs.
4. Curriculum plans should focus on a broad range of needs of learners and society.
5. The statements of educational goals should be written with clarity so that they
niay prove useful in guiding the process of curriculum planning. In the absence
of such clear-cut goals the plan becomes meaningless and aimlessness sets in.
6. The co~nmunitya t large has the right to identify the goals for its children. Hence
educators must inform citizens about foundational areas so that goal decisions
are based upon sound knowledge and understanding of the objectives.
7. The right and responsibility to identify programmes for learners rests with educators
because of their professional expertise. Suggestions of citizens should be sought
on school programmes but the final decision should be made by professionals.
8. Curriculum planning and development are best a$ieved through a cooperative
endeavour. This involves a wide range of expeqs to understand the complex
components of curriculum planning. I
9. The curriculum should provide an integrated set of activities rather than provide
a het of unrelated educational experiences. It should articulate the school
programmes and learners across grades and levels.
10. Cul-riculuin plans should enable learners to integrate their experiences. This is
possible only if the bch00l programme has devised a framework which coordinates
with all components.
I I . The organizational structure should be refined, by individual schools and also at
the district level. The stnicture should facilitate the study of curriculum problems
i~nda lso suggest improvement activities.
12. Continuous feedback through evaluation and action research help to modify the
curriculum plans and makes them dynamic.
I Curriculum planning should involve democratic participation right from citizens
to learners. Citizens could participate for goal identification and learners for
deciding about specific teaching-learning situations.
14. The tcacher is central to the curriculum planning process and is responsible for
tlecision making. Curriculum plans are ultimately implemented by the teacher.
The teacher can observe changes in the learner characteristics and needs in
relation to the plans.
1 5. Curriculum decision-making should be continuously evaluated. All content and
process related activities must be analysed.
The above postulates must guide the curriculum planning process.
You will agree that the search to improve school curricula is a continuous process
which reflects certain issues and trends that impact on schools and society. In the
following section we shall examine some curricular trends that curriculum workers
have to grapple with.
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