In general, the curriculum is an intrinsic part of the education process. It is a continually adjusted development process that assesses student ability, implements strategies, considers potential methods of instruction, identify a philosophy, and selects assessment devices (Ornstein & Hunkins, 2018). A curriculum may be defined theoretically as a particular field of study characterized by its own foundations, research, knowledge, theory, specialists, and principles. At the same time, in practical terms, the curriculum is a subject matter associated with content and grade levels (Ornstein & Hunkins, 2018). Nevertheless, the creation of an efficient curriculum plan requires a complex approach, and there are multiple factors that may contribute to its failure.
In order to be successfully implemented, a curriculum plan should respond to modern realities. However, such foundational disciplines as technology and globalization that have already become highly significant in the 21st century are still frequently ignored in curriculum plans (Ornstein & Hunkins, 2018). In the present day, classrooms face a constantly growing demand for digital literacy skills, high-speed Internet access, open online courses, online testing, and other technologies. In addition, the exchange of ideas, services, and goods typical for globalization has become essential as well. Thus, those curriculum plans that do not address modern aspects of the education process have almost no opportunities to be implemented.
In the classroom, the implementation of a curriculum plan implies the transmission of elaborated guidelines into practice. An efficient curriculum plan should not only meet educational standards but be used in accordance with students’ education levels (Baharun & Adhimiy, 2018). In addition, the implementation of the school curriculum required the use of various teaching methods in order to translate particular ideas into a practically efficient and workable blueprint.
Moreover, an efficient plan should consider not only the needs of government or social organizations but learners’ subjective and objective needs as well (Biyun, 2017). The premise that all learners have an opportunity to be successful is at the core of any proper plan. Thus, those curriculum plans that include inappropriate teaching methods, ignore students’ needs, or design for different education levels fail in the majority of cases.
Besides being student-oriented, an efficient curriculum plan should have a number of particular features. In the process of education, the plan should continuously build a learner’s experience, focus on personal development, and prepare the person for life in society. Every aspect of the plan should have a clearly defined goal for achievement and a standard framework to be understandable and applicable. Finally, a good curriculum plan has a theoretical base, and it is psychologically sound. Thus, curriculum plans that do not have a clear structure and goals, are not scientifically valid, and do not contribute to learners’ development and success in the future will fail to be implemented.
In addition, it is essential to check whether a curriculum plan has a hidden curriculum. In general, it may be defined as “a counterproductive element in education” that should be eliminated (Semper & Blasco, 2018, p. 1). The hidden curriculum is frequently embedded into the official curriculum along with formal statements and contrasts with it. For instance, the hidden curriculum in higher education may emphasize the financial aspect of education (Semper & Blasco, 2018). In this case, a curriculum plan with a strong hidden curriculum will inevitably fail as students and their families will feel that an educational facility focuses on money rather than the quality of education and young people’s academic achievements.
Baharun, H., & Adhimiy, S. (2018). Curriculum development through creative lesson plan. Cendekia, 16(1), 41-62.
Biyun, Z. (2017). A research on curriculum of BTI from the analysis of students’ needs. Advances in Social Science, Education and Humanities Research (ASSEHR), 107, 1-18.
Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundations, principles, and issues (7th ed.). Pearson.
Semper, J. V. O., & Blasco, M. (2018). Revealing the hidden curriculum in higher education. Studies in Philosophy and Education, 37(5), 481-498. Web.