Knowledge, which is largely gained through formal education, has become a major element of 21st century life, making education a prerequisite for survival and advancement in society, not only currently but more so in the future. Like in business, the purpose, goals and objectives of education are encapsulated in the vision and mission of schooling represented by individual elements such as curriculum goals and reformation as well as the roles of teachers and other educational leaders, among other elements. Fundamentally, the curriculum acts as the means used to achieve varied educational goals centered upon transformation of students into successful active learners, effective contributors, confident individuals and responsible citizens. As such, the curriculum should engender a variety of personal attributes ranging from self-respect and respect for others to having a wholesome sense of positive intellectual, physical and emotional well-being, understanding as well as the acquisition of general and specific knowledge and skills. However, since these elements must be acquired and used in real-life situations, the curriculum should also focus on transfer of learning through practical application of acquired knowledge by learners which represents the ultimate outcome that education seeks to achieve. Considering also that the curriculum integrates an institution’s values and beliefs, pedagogy and learner’s expected outcomes, the vital role of school leadership which promotes curriculum development and use, cannot be discounted.
Comprehensive evaluation of student achievement, as one of the significant outcomes expected of school curriculums, in schools nationally, reveals a need for continuous assessment of curricula with high expectation for instituting positive reforms. Reforming the curriculum would primarily begin with a detailed assessment of the curriculum in use so as to identify the crucial areas that need reformation, through an appointed committee for that task. The reform process should also be inclusive in relation to integration of all the relevant stakeholders especially the faculty members, among other instructors, who are not only affected by the changes but also act as change agents in the curriculum reform process.
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"Curriculum and Teaching".
Focus on student needs, periodic curriculum review and flexibility, educational goals and outcomes expected, while avoiding various pitfalls in curriculum reform, must be emphasized, for the reform process to be successful. The reform process must also incorporate assessment of varied pertinent legislations and the national curriculum, among other related educational publications, so that changes introduced are in line with other established laws and standards. It is safe to say that curriculum reform is occasion by certain deficits which must be addressed primarily by adherence to goals, assessment, policies, learning principles and performance standards, as part of an objective design for accomplishing curriculum/educational goals by depersonalizing teaching.
Fundamentally, depersonalizing teaching focuses on formulation of curriculum goals in relation to desired results, adherence to policies/protocols, learning principles, criteria and performance standards, with all these supported by assessment of evidence on the basis of ‘best practice’. Specifically, assessment of evidence entails conducting varied assessments and tests and even evaluating student work portfolio in relation to set criteria and performance standards as well as educational policies/protocols. Criteria and performance standards include establishing performance standards for assessing achievement and progress, common and longitudinal rubrics as well as standards-based grading and reporting while policies/protocols involve aspects of peer review, active planning directed to school improvement, design standards and analysis of student work and results.
Accomplishment of these aspects is tied to instructors’ efforts in the teaching process which entails provision of explicit educational instruction as well as facilitating and supporting learners in knowledge and skill acquisition and transfer, in line with established educational/intellectual goals. As such, the instructor’s responsibility while teaching includes specific elements such as conducting simulations, experiments, graphic presentations, modeling, guided practice and demonstrations, lecturing, questioning, promoting discussions as well as providing feedback. These responsibilities are generally geared towards provision of guidance in knowledge acquisition, refining skills and gaining in-depth understanding especially by constructing, examining and extending meaning of educational content as well as promoting its reception and relevant responses by students.
