Definations of The Key Concepts Curriculum Studies

12/3/22, 9:36 PM DEFINATIONS OF THE KEY CONCEPTS CURRICULUM STUDIES
DEFINATIONS OF THE KEY CONCEPTS CURRICULUM STUDIES
Site: Laikipia University Virtual Campus Printed by: Margaret Gatundu

Course: Principles and Theories of Curriculum Development Date: Saturday, 3 December 2022, 9:35 PM
DEFINATIONS OF THE KEY CONCEPTS CURRICULUM
Book:
STUDIES
https://elearning.laikipia.ac.ke/mod/book/tool/print/index.php?id=502 1/13
Description
By the end of this topic, you will be expected to be able to
1. Discuss both the broad and comprehensive definitions of the concept of Education
2. Discuss the functions, types of stages of Education
3. Classify and discuss the various definitions of the concept curriculum
4. Discuss the different types of curriculum
5. Discuss the different dimensions of curriculum
Table of contents
1. EDUCATION CONCEPT
1.1. Functions of Education
1.2. Types of Formal Education
1.3. Stages of Formal Education
2. DEFINATION OF THE CONCEPT CURRICULUM

2.1. Broad Definition of Curriculum
2.2. Types of Curriculum
2.3. Dimensions of Curriculum
1. EDUCATION CONCEPT
Broad Definition of Education

Curriculum represents the expression of
educational ideas to practice. It is also aimed at improving education. This
makes in important to
understand the meaning of education before engaging in
the study of curriculum.
Watch the video on the definition of education
Education has a variety of meanings and as

it relates to curriculum, we can have
1.
Broad
definition of education
Under the broad definition of education can be defined as
i) Attendance of school or any other type of education institution
o Whether
a student learns something or not is immaterial.
o
The more years of
education the better. This is commonly referred to as schooling.
ii) Education has also been defined as a

means or process of acquisition of knowledge.
o
A defined amount of knowledge has to be
acquired when one attending school.
iii) A number of people also define

education in terms of passing examinations. The more examination one has passed the more educated one
is.
iv) Education has also been taken to mean “to

draw out” i.e. to facilitate the realization of self-potential and latent talents
of an individual.
v) The process of teaching to develop the

knowledge, skills or character of students (Webster)
Broad
definitions of curriculum provide a general idea about what education is all but fail to articulate concisely what education is. This is
provided by comprehensive definitions
that capture what education all aspects of education
2. Comprehensive definition

of education
i) Oluoch(1984) gave a comprehensive definition of education as – The process of acquiring and developing desirable knowledge, skills and
attitudes’.
He underscored the
importance of the following key terms used in the definition
a)
Process
– emphasize that that education is a continuous activity with several stages
but have an end.
b)
‘Develop’
- underscore the fact that acquisition of knowledge is not a one short affair.
It takes time to acquire an education.
ii)
Another comprehensive
definition of education that is more complete as t gives the function of
education is -The process of acquiring
the desirable knowledge, skills, and attitudes to fit well in society and
become a useful member of society.
iii)
Education is also defined as a process of bringing desirable changes in the behavior of human beings
Watch this 40 minutes video below on the meaning of education by Satish Kumar
1.

1.1. Functions of Education
Function of Education
Watch the 20 minutes video below by Claire Boonstra on the purpose of education
Purpose of Education | Claire Boonstra | TEDxErasmusUniv…

TEDxErasmusUniv…
You will be required to answer the following questions later
1. What does Boonstra suggest is the main aim of Education?
2. Which is the most important function of education among the four suggested by Boonstra?
The functions of education can be summarised as follows
1. Intellectual
functions
Enable man to awaken and have a taste of

knowledge. Searching for knowledge to satisfy man’s curiosity
2. Productive
function
Provides individuals with knowledge,

skills and attitudes that could be useful for economic activities in society.
Makes an individual useful to society

because of the skills they possess.
3. Social
functions
Taba
(1962) summarizes the functions of education as;-
a)
process of preserving and
transmitting preserving cultural heritage.
b)
Instrument for transforming culture
4. Personal
Function. Serves in developing individual
skills and talents for self-fulfillment.
1.2. Types of Formal Education
There are
basically four types of education namely;
1. Formal
education
Hierarchically structured and

chronologically graded education system provided in institutions of learning in
full time basis. It is well defined,
systematic and given within a specified
period of time, usually by trained teachers and normally leads certification. It
comprises primary
education, higher education and full time professional
training.
It is referred to as mainstream or
traditional education.
2. Adult
education
This involves the practice of educating

adults. Adult education is defined as
the entire range of formal, nonformal and informal learning
activities which
are undertaken by adults after a break since leaving education and training and
which result in the acquisition
of new knowledge
and skills’
It
maybe in a formal class, home-based learning, e-learning and self-directed
learning. It is flexible learner-oriented and built on learner
participation. Adult education is also
diversified in content and method
3. Alternative
education
This is an alternative approach to

traditional/mainstream education. It is often rooted in several philosophies
that are quite different from that of
mainstream education.
4. Special education
This is the type of education given to

students who require special learning needs. These include students with sight and hearing impairment
among others.
1.3. Stages of Formal Education
There
are basically four stages of formal education. These are;
1. Nursery education
Referred to as pre-school and is the basic

stage of formal teaching where children between 3-5 years of age are taught how
to develop basic
skills.
2. Primary education ( elementary)
It consists of the first few years of

structural formal education. Consist of 6-8 years of schooling that usually
starts from age 5-7 years.
Primary education is aimed at equipping

learners with basic literacy as well as establish foundations in a variety of
subjects such as
mathematics science and social sciences.
3. Secondary education
It is the first stage of school education

that is offered to adolescent children. It is characterized by the transition from a comprehensive primary
education to an optional and selective form of
training. The child develops in depth knowledge on specialized subjects.
4.
Higher
education (tertiary)
Non- compulsory education level comprising of

undergraduate and postgraduate and is the most specialized form of training in
education
system.
2. DEFINATION OF THE CONCEPT CURRICULUM
The
Concept of Curriculum
Begin this subtopic by watching the 8 minutes video by Professor Suseela whose link is provided below.
https://www.coursera.org/lecture/teacher-curriculum/lecture-1-the-concept-of-curriculum-E3qXv
The narrow definition of curriculum
Curriculum originated from Greek word ‘curere’ which

means to ‘run a course’. Curriculum has therefore come to mean a course
of study
followed in learning. Some other narrow definitions of curriculum are
1. What
examiners require teachers to emphasize in their teaching.
·2. What
should be taught in a particular subject.
3. Sum
total of syllabuses of the school.
4 Combinations
of classroom and out-of-classroom activities carried out in a school.
5 Lessons
and academic content taught in a school
6. All
courses offered in a school
7 Prescribed
course of study which students must fulfill in order to pass a certain level of
education.
8. Prescribed
course of studies required in order to receive a certificate
Narrow definitions of curriculum do not tell all what curriculum really entails. This can only be provided by comprehensive definitions
of the
curriculum
2.1. Broad Definition of Curriculum
Begin this section by watching the three minutes video that describes
various ways of looking at curriculum.
What is curriculum? (Prescriptive vs. Descriptive)
From the video, we establish that Curriculum definition

can take the form of descriptive, prescriptive, or both. Prescriptive definition
of
curriculum defines curriculum in
respect of what “ought” to happen and in
most cases describe curriculum as a plan, an intended program, or
some kind of
expert opinion of what needs to take place in a course of study (Elis, 2004).
Some prescriptive definitions of curriculum include
1.
All
learning that is planned and guided by the school, whether carried out in
groups or individually inside or outside the school. (Kerr 1968)
2.
All
learning experiences planned and
directed by the school to attain its education goals
3.
All
activities in the school that is planned to enable the students to acquire and develop
the desired knowledge, skills, and attitudes. (
Oluoch,1984). There are other
definitions by different scholars
4.
All
planned learning outcomes for which the
school is responsible (James Pophan and
Ever Baker(1970)
Descriptive definitions of curriculum

describe how things are in the classrooms and often use the term “experience”.
Such definitions provide a
glance at the curriculum in action. Such definitions
include
1.
All
experience children have under the guidance of teachers (Caswell &
Campbell, 1935)
2.
All
experiences of the child for which the school accepts responsibility (Ragan,
1960)
3.
All
student school experiences relating to the improvement of skills and strategies
in thinking critically and creatively, solving problems, and
working
collaboratively with others. communicating well, writing more effectively,
reading more analytically, and conducting research to solve
problems (Brown,
2006)
4.
A
curriculum is a “plan or program of all experiences which the learner
encounters under the direction of a school” (Tanner & Tanner, 1995).
Activity.
Search
for other prescriptive and descriptive definitions of curriculum from books and the
internet.
It is important
to note that the experience a learner undergoes in school is meant to influence
character building and moral training through
physical activities and social
responsibilities organized by the school. Instruction in school subjects in only
a part and not necessarily the most
important part of the school curriculum. School
curriculum is concerned with the whole moral, intellectual, emotional, and
social development of
a child.
Points of View and Types of Curricula in Schools
The traditional views of curriculum can be mostly

adopt the descriptive definition of curriculum while the progressive viewpoint
look at
curriculum as proactive in nature
2.2. Types of Curriculum
Start the topic by watching the following 6 minutes student's presentation on the different types of curriculum
Types of Curriculum
Types
of Curricula
Glatthorn et al (2016) identifies the following six

types of curriculum
i)
Recommended
Curriculum
This is the curriculum that is recommended by individual scholars, professional associations, and reform
commissions. It stresses on
‘oughtness’ of a curriculum identifying skills and
concepts that ought to be emphasized according to the perceptions and values.
ii)
Written
Curriculum
Is
the curriculum that is intended primarily to ensure that the educational goals
of the system are accomplished, it is more specific and
comprehensive than the
recommended curriculum.
It
is a compromise between what the experts think should be taught and what teachers
believe can be taught under given prevailing
circumstances.
iii)
Supported
curriculum
It
is the curriculum as reflected in and shaped by the resources allocated to
support and deliver it. The resources critical in curriculum delivery
include
time, personnel, textbooks, and other learning resources.
iv)
The
taught curriculum
The taught curriculum is the delivered curriculum, a

curriculum that an observer sees in action as the teacher teaches. It gives the
degree of
consonance (harmony agreement) of what is taught with the written
curriculum.
v)
The
Tested Curriculum
Ii
the curriculum that is in material form (aligned) to standardized tests
developed by the states.
vi)
The
learned curriculum
It
is all changes in values perceptions and behavior that occur as a result of
school experiences, Include What students understand, learn, and
retain from
both the intentional curriculum and the hidden curriculum.
vii)
Excluded
curriculum
It
is the curriculum that has been left out, either intentionally or unintentionally.
Eisner (1979) terms this the "null curriculum,"
Recommended reading
1. Thinking about curriculum. Available

at the site shown below http://www.ascd.org/publications/curriculum-
handbook/398/chapters/Thinking-About-Curriculum.aspx
2.3. Dimensions of Curriculum
Start this sub-topic by watching the four minutes video on the formal and non formal dimensions of curriculum
1.
Formal
dimension
Refers to the
curriculum that is laid down as the syllabus to be learned by students. It is
the officially selected body of knowledge that the
government, through the
Ministry of Education or anybody offering education, wants students to learn.
Formal curriculum is an
institutionalized activity and is articulated by the written document that
specifies what is to be taught and how it will be
taught and evaluated. This is
the curriculum dimension that is ‘planned for’ or predetermined part of the curriculum. The formal dimension of the
curriculum is therefore the learning that is
planned well in advance and aimed at achieving some specified goals.
It includes aims, goals and

objectives, learning content, delivery strategies, and methods of evaluation. It is the course of study that is officially
prescribed in the school syllabus
2.
Non-formal curriculum
Consists of learning planned outside

the formal learning system which is taken as part of the school tradition. It is learning that is planned
outside the
formal learning system and includes games, clubs, and youth organizations. It
is not included in the syllabus and is a kind of learning
that does not lead to
certification. It however contributes to the achievement of educational aims. It
is flexible, learner centered and uses a
participatory approach and is not
designed for a specific group of students. Learners in different grades learn together.
3. Informal
curriculum
Consists of guided aspects of informal

learning activities that go on in the school at all times (Olouch, 1989). Informal
learning is a lifelong
process that occurs through exposure to the experience of day-to-day
situations as students interact with the planned aspect of the school
curriculum. It is learning from life during play, exploring, during meals, etc. It
includes the assimilation of desirable habits by students from good
examples
deliberately given by the staff of the school.
Hidden curriculum
It
is sometimes called an unstudied curriculum or an implicit curriculum. It is those
aspects of schooling other than the intended curriculum that
seem to provide
changes in students’ values perceptions and behaviors The change in students’
behavior may be positive or negative. It
is a
non-academic but educationally significant component of schooling. The
influence of the hidden curriculum manifests itself in the student’s
behavior
and attitudes during and after completing school. It is usually remembered
longer than the information learned formally in school. It
therefore should be
acknowledged and treated
as an integral part of the planned and guided learning experiences.
End this lesson by watching this video thatprovide more information on the dimensions of the curriculum'.
Click on th link to watch the video
https://www.coursera.org/lecture/teacher-curriculum/lecture-2-aspects-of-curriculum-YbAbW

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12/3/22, 9:36 PM DEFINATIONS OF THE KEY CONCEPTS CURRICULUM STUDIES

DEFINATIONS OF THE KEY CONCEPTS CURRICULUM STUDIES

Site: Laikipia University Virtual Campus Printed by: Margaret Gatundu

2. Discuss the functions, types of stages of Education

3. Classify and discuss the various definitions of the concept curriculum

4. Discuss the different types of curriculum

5. Discuss the different dimensions of curriculum

2. DEFINATION OF THE CONCEPT CURRICULUM

Broad Definition of Education

Watch the video on the definition of education

Education has a variety of meanings and as

Under the broad definition of education can be defined as

i) Attendance of school or any other type of education institution

ii) Education has also been defined as a

iii) A number of people also define

iv) Education has also been taken to mean “to

v) The process of teaching to develop the

2. Comprehensive definition

1.1. Functions of Education

Purpose of Education | Claire Boonstra | TEDxErasmusUniv…

You will be required to answer the following questions later

1. What does Boonstra suggest is the main aim of Education?

The functions of education can be summarised as follows

Enable man to awaken and have a taste of

Provides individuals with knowledge,

Makes an individual useful to society

1.2. Types of Formal Education

Hierarchically structured and

This involves the practice of educating

This is an alternative approach to

4. Special education

This is the type of education given to

1.3. Stages of Formal Education

1. Nursery education

Referred to as pre-school and is the basic

2. Primary education ( elementary)

It consists of the first few years of

Primary education is aimed at equipping

3. Secondary education

It is the first stage of school education

Non- compulsory education level comprising of

2. DEFINATION OF THE CONCEPT CURRICULUM

The narrow definition of curriculum

Curriculum originated from Greek word ‘curere’ which

2.1. Broad Definition of Curriculum

various ways of looking at curriculum.

What is curriculum? (Prescriptive vs. Descriptive)

From the video, we establish that Curriculum definition

Descriptive definitions of curriculum

Points of View and Types of Curricula in Schools

The traditional views of curriculum can be mostly

2.2. Types of Curriculum

Glatthorn et al (2016) identifies the following six

The taught curriculum is the delivered curriculum, a

1. Thinking about curriculum. Available

2.3. Dimensions of Curriculum

It includes aims, goals and

Consists of learning planned outside